Shared decision making: audiology student perspectives.
S Hussain, C Wilkes, N Dhanda
PMID 38035185WHAT IT FOUND
Audiology students defined shared decision making as a collaborative process where the patient holds the final responsibility.
They relied heavily on tangible tools like decision aids to structure appointments and manage complex hearing loss options, viewing these resources as essential for translating theory into practice.
Key findings
01Students consistently defined shared decision making across different year groups, emphasizing informed choice and the patient's active role in weighing pros and cons.
02Participants viewed decision aids not just as educational tools for patients, but as practical instruments that helped them structure clinical appointments and manage complex information.
03Students reported tension between the shared decision making principles taught at university and the varied practices observed in clinical settings, particularly when supervisors did not prioritize SDM.
STILL TO COME
How it was doneWhat they foundWhat it means for SLPs
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What it does not show
The study was conducted at a single UK university, so findings may not reflect the training context in other countries or healthcare systems. Participants were recruited via opportunity sampling and may have been more interested in SDM than the average student, potentially skewing the results toward positive attitudes. The focus groups were facilitated by staff who taught the students, which may have influenced the honesty or nature of the responses. Some students had not yet completed their final clinical placements, so their views on the clash between academic teaching and clinical reality were based on earlier or limited exposure.
Declared interests
Funding for student vouchers and transcription was provided through Aston University’s Learning and Teaching Fund.
The easy way to misread this
Do not interpret this as evidence that shared decision making improves patient outcomes. This study reports on the perceptions and experiences of students regarding SDM training and tools; it does not measure clinical efficacy or patient results.