Abstract & Overview
Abstract Introduction: Clinical masking is a complex concept in audiology, often creating a “masking dilemma” for students due to cognitive overload. While simulation-based learning has proven effective in allied health professions, its application in audiology remains limited. This study aimed to compare the effectiveness of simulation-based training versus conventional classroom teaching on the confidence and clinical performance of audiology undergraduates. Materials and Methods: Twenty undergraduate speech and hearing students were randomly assigned to a control group (conventional training) or an experimental group (simulation training). Both groups received five 50-min sessions covering masking principles. The simulation group used virtual case scenarios, whereas the control group received traditional lectures. Effectiveness was measured using a validated 10-item confidence questionnaire administered pre- and post-training, alongside a clinical performance evaluation assessed by supervisors for both groups. Results and Discussion: Both training methods significantly improved students’ confidence in clinical masking ( P < 0.001). Simulation-based training produced greater relative gains in confidence compared to conventional instruction ( P = 0.012, partial η 2 = 0.318). However, students trained through conventional teaching demonstrated significantly higher clinical performance scores ( P = 0.041). Confidence gains were positively associated with clinical performance across both groups. Conclusion: Both simulation-based and conventional training improved students’ confidence in clinical masking. Simulation produced greater relative confidence gains, whereas conventional instruction showed slightly better clinical performance. Integrating simulation with traditional teaching may enhance audiology training, and further research with larger samples is needed to assess long-term outcomes and generalizability.