Exposure to disability and hearing loss narratives in undergraduate audiology curriculum.
OBJECTIVE
To determine whether exposure to disability and hearing loss narratives increased undergraduate communication sciences and disorders (CSD) students' affective responses to scenarios of individuals with hearing impairment.


METHODS
Thirty-five CSD undergraduates responded to 8 scenarios (K. English, L. L. Mendel, T. Rojeski, & J. Hornak, 1999). Sixteen students completed a course in audiologic rehabilitation with no exposure to disability and hearing loss narratives; 19 students completed the same course with exposure. Two audiologists, independent and blind to group status, rated the 35 student responses for affective and technical content.


RESULTS
Students exposed to the narratives incorporated more affective elements into their technical responses than students not exposed.


CONCLUSIONS
Narratives appear to be effective in increasing affective elements in students' technical/informational responses and may have a place and be of value in undergraduate CSD curriculum.
Berg
Abbey L
AL
Communication Sciences & Disorders Program, Department of Biology & Health Sciences, Pace University, 1 Pace Plaza, New York, NY 10038, USA. aberg@pace.edu
Canellas
Maryrose
M
Salbod
Stephen
S
Velayo
Richard
R
D000339:Affect; D001298:Audiology / Q000193:education*; D003054:Cochlear Implants / Q000523:psychology*; D003143:Communication Devices for People with Disabilities / Q000523:psychology*; D003479:Curriculum; D004645:Empathy; D005260:Female; D006310:Hearing Aids / Q000523:psychology*; D034381:Hearing Loss / Q000523:psychology* / Q000534:rehabilitation; D006801:Humans; D033262:Narration; D011369:Professional-Patient Relations; D012929:Psychological Distance; D055815:Young Adult