Training outcomes for audiology students using virtual reality or traditional training methods

David Bakhos; John Galvin; Jean-Marie Aoustin; Mathieu Robier; Sandrine Kerneis; Garance Bechet; Norbert Montembault; Stéphane Laurent; Benoit Godey; Charles Aussedat

doi:10.1371/journal.pone.0243380

. 2020 Dec 3;15(12):e0243380. doi: 10.1371/journal.pone.0243380

Training outcomes for audiology students using virtual reality or traditional training methods

David Bakhos ^1,^2,^3,^*, John Galvin ^3,⁴, Jean-Marie Aoustin ^1,⁵, Mathieu Robier ^1,⁵, Sandrine Kerneis ¹, Garance Bechet ⁶, Norbert Montembault ⁶, Stéphane Laurent ⁶, Benoit Godey ^6,⁷, Charles Aussedat ^1,²

Editor: Rafael da Costa Monsanto⁸

PMCID: PMC7714342 PMID: 33270806

Abstract

Due to limited space and resources, it can be difficult to train students on audiological procedures adequately. In the present study, we compared audiology training outcomes between a traditional approach and a recently developed immersive virtual reality (VR) approach in audiology students. Twenty-nine first-year audiology students participated in the study; 14 received traditional training (“TT group”), and 15 received the VR training (“VRT group”). Pre- and post-training evaluation included a 20-item test developed by an audiology educator. Post-training satisfaction and self-confidence were evaluated using Likert scales. Mean post-training test scores improved by 6.9±9.8 percentage points in the TT group and by 21.1±7.8 points in the VRT group; the improvement in scores was significant for both groups. After completing the traditional training, the TT group was subsequently trained with the VR system, after which mean scores further improved by 7.5 points; there was no significant difference in post-VR training scores between the TT and VRT groups. After training, the TT and VRT groups completed satisfaction and self-confidence questionnaires. Satisfaction and self-confidence ratings were significantly higher for the VR training group, compared to the traditional training group. Satisfaction ratings were “good” (4 on Likert scale) for 74% of the TT group and 100% of the VRT group. Self-confidence ratings were “good” for 71% of the TT group and 92% of the VRT group. These results suggest that a VR training approach may be an effective alternative or supplement to traditional training for audiology students.

Introduction

Training in audiometric procedures and diagnosis is an essential part of educating audiology students. Audiometric procedures include mathematical, physiological, and psychophysical rules. For example, when measuring audiometric thresholds, it is important to know the appropriate levels of contralateral noise masking to avoid misdiagnosis or, more importantly, overmasking. In France, during the first year of audiology education, audiometry training involves theoretical course work (80 hours), lectures, and clinical training. Traditional clinical training is performed using tutorials (3 hours), where students train with each other or with their instructor. During the second and third year, the students practice under the direct and indirect supervision of a licensed practitioner during their internship. Given the number of students, as well as limited resources in terms of the training time and space available, this supervision is not always possible. In addition, such training, even when supervised, does not meet the recommendation by the French National Authority for Health that students be sufficiently trained before they are allowed to work with patients or volunteers [1].

Simulations have become an increasing part of medical education. Using simulators has been shown to improve patient safety and reduce costs and morbidity [2]. Various computer-assisted simulators have been developed in recent years to support health professional training. These models have been created to improve the experience before medical students interact with human patients or volunteers. In this context, simulators are strongly supported by supervisors in terms of students’ acquisition of both technical and non-technical skills [3]. Using simulators to train audiometry will better prepare students for future clinical practice. Over the last two decades, simulations have been increasingly integrated into medical education to facilitate the acquisition of knowledge and practice in a safe environment, allowing students to train and learn from their mistakes without risk to patients [4–7]. Simulators allow students to repeatedly learn and practice until they feel confident interacting with a patient. Currently, there are few simulators directed at developing students’ audiometry skills.

One area of recent development is the use of virtual reality (VR) simulators, which allow for a more immersive experience for the learner. Given advances in computer technology, VR simulators for the medical field have been greatly improved. VR simulators have been shown to improve learning outcomes for various surgery training steps. VR simulators have also been used to train clinical reasoning in the field of traumatology to enhance decision-making among students [8]. We recently developed a VR simulator for audiometric training [9] that simulated the clinical environment. Seven clinical cases were simulated, including otosclerosis, presbycusis, vestibular schwannoma, incus luxation, malingering presentation, sudden idiopathic deafness, and bilateral hearing loss due to cholesteatoma. For each clinical case, “beginner” and “expert” modes were created. The beginner mode provides feedback during the training session to inform students of errors and to provide correction and explanations; expert mode provides no feedback. At the end of the VR training session, a report is produced that summarizes the errors made for each clinical case. External experts (medical educators and licensed practitioners) and otolaryngology students reported satisfactory validity [9].

The initial evaluation of the VR simulator involved expert educators and otolaryngology students that had already experienced traditional audiometry training. However, it is still unclear how training outcomes may differ between a traditional or VR simulation approach. We hypothesized that, given the differences between traditional and VR training, VR training would lead to equal or better post-training evaluation scores, compared to traditional training. We also expected greater student satisfaction with the VR training, given the immersive experience. The objective of this study was to compare training outcomes between a group of audiology students that received traditional audiometry training compared to a single session of VR training. We also evaluated students’ satisfaction and self-confidence with the two training approaches.

Methods

Participants

We conducted a prospective single-center study with parallel groups at the Fougeres School of Audiology in France. Thirty-one first-year students were recruited for the study; two were excluded because they had repeated their first year. Accordingly, 29 students participated in the study (mean age = 21.1±4.1 years). The study was conducted in December 2019, after students had completed all theoretical course work for audiometry and audiometric findings in pathology. None of the participants had yet begun an internship at a hospital or audiology center. All data were anonymized prior to analysis. The ethics committee of Tours Hospital approved this project (2018–091). Students gave their verbal consent to participate to this study to a student in second year (BG) and their teacher (MN, LS).

Fourteen students (mean age = 20.4±1.7 years) were included in the Traditional Training (TT) group. The TT group received 3 hours of training supervised by a teacher in the audiology school. During the training, the teacher first reviewed basic audiometry principles; students were allowed to ask questions if they were not confident in their knowledge from the theorical lessons. Because the teacher had mild presbycusis, students were allowed to practice audiometry techniques for this sort of clinical case. The students were also allowed to train on each other. For example, a student would train with another student who simulated unilateral conductive hearing loss by plugging one ear with an ear plug.

Fifteen students (mean age = 21.7±5.6 years) were included in the Virtual Reality Training (VRT) group. The VR training was performed using the previously developed simulator [9]. During the training, a supervisor first explained how the VR system works and introduced the VR hardware, which included the headset, 2 captors, and handles (Oculus Rift ®). Next, each student was trained on 3 clinical cases (presbycusis, vestibular schwannoma, and sudden idiopathic deafness) using the beginner mode, which provided feedback during the session. Then, audiometric diagnosis and management were evaluated for each of the clinical cases, and a report was generated that summarized the errors during the evaluation. The duration of training for each case was approximately 30 minutes, and the total time of the VR training session was approximately 3 hours, including the 20 minutes of introducing the system and 20-minute breaks between clinical cases to avoid fatigue. Fig 1 shows screenshots of the VR system.

Fig 1 — A: Captions for the handle functions; B: Otoscopy interpretation; C: Pure-tone audiometry and determination of auditory thresholds; D: Speech audiometry and determination of auditory thresholds; E: Example of feedback regarding masking for speech audiometry.

Outcome measures

The evaluation was developed by experts in audiology teaching (i.e., authors MN, LS in the present study), and included 20 questions regarding otoscopy, pure-tone and speech audiometry, acoumetry, masking and tympanometry. The questions were based on the audiometry theoretical coursework and lectures; as such, the questions did not directly address the “hands on” practical training in the TT or VRT group. English and French versions of the evaluation can be found in S1 and S2 Appendices, respectively. The TT and VR training supervisors did not know the evaluation questions. The scoring for each question was weighted depending on the number of errors: 1 point in case of no error, 0.5 points in case of 1 error, 0.3 points in case of 2 errors, and no points in case of 3 or more errors. The maximum possible score was 20, and scores were converted to percent correct. The post-test was administered immediately after the training session for both groups. After completing the post-test evaluation, students in the TT group performed the same VR training as for the VRT group and then were re-tested.

After completing the TT or VR training and the post-test, post-training satisfaction and self-confidence were evaluated using subscales with 5-point Likert response (1 = “Strongly disagree”, 2 = “Disagree”, 3 = “Indifferent”, 4 = “Agree”, 5 = “Strongly agree”). For satisfaction, the five items included: realism of training, feedback, support, comprehension, and degree of complement to the theoretical lessons. For self-confidence, the six items included: consultation, otoscopy interpretation, audiometry thresholds determination, speech audiometry procedures, masking, and overall confidence for clinical interaction with a patient. After training with the VR simulator, a four-item subscale with a 5-point Likert response was used to evaluate the immersive and realistic aspects of the VR simulator in relation to theoretical lessons using freely available online software (https://personalpages.manchester.ac.uk/staff/tim.wilding/PTA_Sim/index.html). Overall satisfaction or self-confidence ratings were calculated, and scores ≥ 4 were considered satisfactory.

Statistical analyses

Statistical analyses was performed using GraphPad Prism V6 software (2002; version 8.0.0 for Windows; GraphPad Software Inc., San Diego, California USA: www.graphpad.com). Mann-Whitney U tests were used to compare training outcomes, training satisfaction, and self-confidence between groups. A Wilcoxon matched-pairs signed rank test was used to compare outcomes in the TT group with the traditional training or the subsequent VR training. Statistical significance was set at p < 0.05.

Results

Fig 2 shows scores before and after training; mean scores are indicated by the horizontal lines. The mean pre-test score was 41.2±10.2 percent correct for the TT group and 39.5±6.5 percent correct for the VRT group. No significant differences in pre-test scores were observed between groups (U = 87; p = 0.444). The mean post-test score for the TT group significantly improved to 48.1±8.7 percent correct (W = 72; p = 0.021). Following the subsequent VR training, the mean TT post-test score further improved to 55.6±10.9 percent correct, significantly better than pre-test scores (W = 95; p = 0.0012) and significantly better than post-test scores after the traditional training (W = 89; p = 0.0029). The mean post-test score for the VRT group significantly improved to 60.5±7.1 percent correct (W = 120; p<0.001). The mean improvement relative to pre-test scores was significantly larger for VRT group (21.1±7.8 percentage points) than for the TT group (6.9 ±9.8 percentage points) (U = 22.5; p<0.0001).

The post-training improvement in test scores was compared between the TT and VRT groups for individual questions. The post-training improvement was significantly larger for the VRT group than for the TT group for 4 questions: #6 (U = 44; p = 0.0046), #12 (U = 50.5; p = 0.0120), #13 (U = 54.5; p = 0.0117), and #17 (U = 49.5; p = 0.0117). These questions dealt with speech audiometry (#6), otoscopy (#12), tympanometry (#13) and audiometry interpretation of speech recognition thresholds (#17). For the remaining 16 questions, the post-training improvement remained significantly larger (U = 49.5; p = 0.014) for the VRT group (mean = 2.9±1.3 points) than for the TT group (mean = 1.29±1.47 points). After the subsequent VR training for the TT group, there was no significant difference in post-test scores between the TT group and the VRT group (U = 66; p = 0.0908).

Post-training satisfaction ratings were ≥ 4 (“Agree”) in 74% of the TT group and 100% of the VRT group. Post-training self-confidence ratings were ≥ 4 in 71% of the TT group and 92% of the VRT group. Fig 3 shows the results for each item of the surveys. Significantly higher ratings were observed in the VRT group than in the TT group for: realism of the audiological cases (U = 45.5; p = 0.0026), support during the training session (U = 0; p<0.0001), the degree of complement to the theoretical courses (U = 52.5; p = 0.0022), confidence for speech audiometry (U = 38.5; p = 0.0017), and confidence regarding the use of masking (U = 45; p = 0.0048).

Fig 3 — For each item, data are shown for the VRT and TT groups. Each bar represents the percentage of respondents for each rating. The asterisks indicate significant differences between groups (*** = p<0.001).

Fig 4 shows the ratings for the VR system after the VRT and TT groups completed the VR training. Compared to theoretical courses, students agreed (a rating of 4) or strongly agreed (a rating of 5) that the VR training was more realistic (93%) and immersive (100%) than theoretical course work. They also agreed or strongly agreed that the VR training was more realistic (53%) and immersive (67%) than online software. All students (100%) agreed or strongly agreed that the VR training was complementary to theoretical courses and would recommend VR training to their colleagues.

Discussion

The present study compared traditional audiometry training versus VR training for first-year audiology students. While post-test scores improved after training for both groups, the improvement in the VRT group was significantly larger than in the TT group. These findings suggest that the tested VR training may be a useful tool for audiology education. VR training offers the possibility for the students to practice their skills in an extensive and repetitive manner with feedback but without any consequences to real patients or volunteers [10]. We also found great enthusiasm for the VR training among the students tested.

Some previous studies have investigated interest in VR training versus traditional training in other medical fields. In general, VR training offered an advantage for learning theoretical knowledge over traditional, lecture-based education for dentistry [11] and anatomy [12]. In surgery, the goal of training is quite different because evaluation is based on the acquisition of technical skills. Some meta-analyses were conducted for gastro-intestinal endoscopy training [4, 5] and for surgery of the ear, nose, and throat [6] using VR. They showed that VR training alone allowed for similar acquisition of technical skills as with traditional training, and thus considered VR simulators to be a useful learning tool. As in our study, most previous studies that compared traditional and VR training underscore the students’ enthusiasm for VR and the immersive environment. It would be ideal to simulate the same clinical cases for the traditional and VR training. However, this is more difficult for traditional training, where someone must “fake” some sort of hearing loss in the presence of their fellow students and instructor. The presentation of these simulated cases should also be consistent across students, which may be difficult. In the VR system, many more clinical cases can be easily and consistently implemented. This may partly explain the advantages of the VR training observed in the present study.

Feedback during training is essential to help students to improve performance, allowing students to learn from their mistakes quickly. In the present VR training system, concurrent feedback in beginner mode is cued by a sound alarm in case of error, followed by explanations of why the response was wrong. In this study, VR training was performed only using beginner mode. In our VR system (but not used in the present study), expert mode provides no concurrent feedback, but rather terminal feedback at the end of the evaluation. Some studies have suggested that terminal feedback is more effective than concurrent feedback, given the guidance hypothesis [13], which indicates that while concurrent feedback may help to learn a skill, learners are not dependent on concurrent feedback [14]. In the present study, students appreciated the concurrent feedback, with an overall satisfaction score of 4 for 80% of the TT group after the subsequent VR training, and for 100% of the VRT group. Only negative feedback was used in the VR training to indicate cases of error; positive feedback in cases of success has also demonstrated training benefits [15].

Traditional training for objective audiometry using normal-hearing volunteers, hearing-impaired volunteers, or manikin simulators has demonstrated improved self-confidence among audiology and speech language pathology students [16, 17]. This improved self-confidence has been also demonstrated after “boot-camps” [18], where students can practice with immediate feedback. Self-confidence as well as self-assessments play a major role in developing and improving clinical skills [19]. In the present study, the students similarly exhibited greater self-confidence after the training sessions, especially in the VRT group.

There are different types of simulators described in the literature, depending on their fidelity and resemblance to reality, divided into three main classes ranging from low- to high-fidelity [20]. Non-computerized manikins correspond to low-fidelity simulators (https://www.aheadsimulations.com/carl-for-training). They are used to train hearing aid manipulation, the removal of cerumen, real-ear unaided response measurements, and high-gain hearing aid fitting [21, 22]. Some computerized simulations allow training for specific tasks such as otoscopy, pure-tone air and bone conduction audiometry with online virtual patients [23]. Some of these online solutions are freely available (https://personalpages.manchester.ac.uk/staff/tim.wilding/PTA_Sim/index.html), while others require payments. One high-fidelity simulator exists in the field of audiology (Intelligent Hearing Systems, Miami, FL), and is a computerized manikin to train objective audiometry (e.g., auditory brainstem response, otoacoustic emissions). The present VR training software is somewhat different from these simulators, given that it is a 3D immersive experience, rather than some combination of hardware and software. Increasingly VR is considered to be a high-fidelity simulator [23, 24].

Some limitations to the present study should be discussed. First, our study was from a single center; a multi-center study is needed to confirm the present results. Second, we did not evaluate long-term retention of the training because students went on to internships at different audiology centers; it is possible that additional learning may have occurred at these centers, making it difficult to assess training retention. Previous studies have shown no difference in retention with traditional or VR training [25, 26]. However, greater satisfaction and engagement was reported by students who received VR training [26]. Similarly, greater satisfaction with VR training was reported in the present study, and students were very satisfied with the immersive and realistic environment. We note that some procedural learning may have been possible, because the same test was given before and after training (3 times for the TT group, as they were tested before training, after traditional training, and after the subsequent VR training). Even if some procedural learning may have occurred, the post-training improvement was more than double for VRT group, compared to the TT group. After traditional training, the mean improvement for the TT group was 6.9 percentage points; after completing the subsequent VR training, the mean score further improved by 7.5 percentage points. However, even after the VR training (and possible procedural learning), the mean score for the TT group remained 4.9 percentage points below that of the VRT group (although the difference at these endpoints was not significant). For future implementation, it would be advisable to create different questionnaires that cover different aspects of the clinical cases across pre- and post-training testing.

The present VR training system has also some limitations, especially for training situations in which precise hand movements are required (e.g., otoscopy, placement of air or bone transducers, using the audiometer, etc.). These gestures can be learned with a manikin or during a traditional training session with a teacher. Furthermore, the VR training does not presently permit evaluation of a student’s ability to explain the audiometric procedure to a patient. However, that is the role of the hospital and audiological center internships during second and third year. Thus, the goal of VR is not to replace, but to complement other modes of audiological training.

The present VR simulator satisfies the recommendations by the French National Authority for Health, which requires sufficient training before students can work with patients or volunteers. In the future, the benefit of VR training may be greatly improved by including a broader range of clinical cases and procedures. For example, behavioral measures of auditory thresholds in children are challenging; future VR systems could train students on age-appropriate audiometric techniques (e.g., evaluating infant responses). Further studies could also be directed at norming VR evaluation scores across different levels of medical education. For example, it would be useful to know the range of scores for first-year and third-year students. Once this range is identified, the VR evaluation could also determine whether students have sufficiently progressed in their audiological education, or to know if VR offers similar benefits for basic or advanced training. Furthermore, a complementary study could be designed to investigate the benefits of feedback for traditional or VR training. For traditional training, feedback could be provided by a supervisor for each student; such an approach is likely to be time-consuming and might require multiple supervisors to provide feedback to all students. While probably resource-intensive, it would be interesting to compare the benefits of such feedback between traditional and VR training approaches. VR training could also be used for continuing education and certification programs for practitioners. Further studies are needed to demonstrate the real-life benefit of VR training for practitioners and patients and to determine whether VR training can reduce the number of medical errors in clinical practice.

Conclusions

Simulations are widely used to train students in various fields of medicine; VR enables a safe training environment without risk to patients or volunteers. In the present study, our immersive VR training system provided audiology students with better learning outcomes and self-confidence than found with traditional training. Presently, the VR simulator can be used as a supplement to traditional audiology training; additional studies are needed to know whether it can replace traditional training. Further technological developments are also needed to expand the audiology training modules, such as behavioral and objective hearing tests for pediatric patients.

Supporting information

S1 Appendix

(DOCX)

Click here for additional data file.^{(1.6MB, docx)}

S2 Appendix

(DOCX)

Click here for additional data file.^{(1.7MB, docx)}

S1 Data

(XLSX)

Click here for additional data file.^{(19.8KB, xlsx)}

Acknowledgments

To the students and Fondation pour l’audition.

Data Availability

All relevant data are within the paper and its Supporting Information files.

Funding Statement

Audilab provided support in the form of salaries for authors JMA, MR, NM but did not have any additional role in the study design, data collection and analysis, decision to publish, or preparation of the manuscript. The specific roles of these authors are articulated in the author contributions section.

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PLoS One. doi: 10.1371/journal.pone.0243380.r001

Decision Letter 0

Rafael da Costa Monsanto

7 Sep 2020

PONE-D-20-21100

Virtual reality versus traditional audiometry training for audiology students

PLOS ONE

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The comments made by the reviewers are listed below. From a broad perspective, the subject is interesting and worthy of investigation. The data presented by the authors was mostly clear and congruent with the objectives.

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2) English language: As pointed out by some of the reviewers, the english language should be critically revised.

3) Figure resolution: Fig. 3 should be improved.

4) Methodology: The reviewers pointed some information that lack further clarification, especially regarding potential significant differences between composition of groups.

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"Audilab funded the virtual reality system."

We note that one or more of the authors have an affiliation to the commercial funders of this research study : Audilab.

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Reviewers' comments:

Reviewer's Responses to Questions

Comments to the Author

1. Is the manuscript technically sound, and do the data support the conclusions?

The manuscript must describe a technically sound piece of scientific research with data that supports the conclusions. Experiments must have been conducted rigorously, with appropriate controls, replication, and sample sizes. The conclusions must be drawn appropriately based on the data presented.

Reviewer #1: Yes

Reviewer #2: Yes

Reviewer #3: Yes

Reviewer #4: Yes

**********

2. Has the statistical analysis been performed appropriately and rigorously?

Reviewer #1: Yes

Reviewer #2: Yes

Reviewer #3: N/A

Reviewer #4: I Don't Know

**********

3. Have the authors made all data underlying the findings in their manuscript fully available?

The PLOS Data policy requires authors to make all data underlying the findings described in their manuscript fully available without restriction, with rare exception (please refer to the Data Availability Statement in the manuscript PDF file). The data should be provided as part of the manuscript or its supporting information, or deposited to a public repository. For example, in addition to summary statistics, the data points behind means, medians and variance measures should be available. If there are restrictions on publicly sharing data—e.g. participant privacy or use of data from a third party—those must be specified.

Reviewer #1: Yes

Reviewer #2: Yes

Reviewer #3: Yes

Reviewer #4: No

**********

4. Is the manuscript presented in an intelligible fashion and written in standard English?

PLOS ONE does not copyedit accepted manuscripts, so the language in submitted articles must be clear, correct, and unambiguous. Any typographical or grammatical errors should be corrected at revision, so please note any specific errors here.

Reviewer #1: No

Reviewer #2: Yes

Reviewer #3: Yes

Reviewer #4: Yes

**********

5. Review Comments to the Author

Please use the space provided to explain your answers to the questions above. You may also include additional comments for the author, including concerns about dual publication, research ethics, or publication ethics. (Please upload your review as an attachment if it exceeds 20,000 characters)

Reviewer #1: COVID-19 has dramatically altered the audiology field at the patients and students. Application of the Virtual reality vs. traditional audiometry training for audiology students is highly needed as thus. So, thanks for the authors for their efforts.

The manuscript is well designed and written; however, it required an English editor. I made some suggestion in the attached file.

Good Luck!

Reviewer #2: Title: Virtual reality versus traditional audiometry training for audiology students

The manuscript focus on a very important issue, both clinically and scientifically.

The title is too broad and vague. Including “simulators” may direct the thoughts of the reader Virtual reality with case simulators versus traditional audiometry training for audiology students.

The hypothesis is that, since there is limited space and resources in most of the training hospitals, it can be difficult to adequately train students on audiological procedures in first-year audiology students.

The authors had already evaluated the VR simulator with expert educators and otolaryngology students that had already experienced traditional audiometry training. In this study, they compared training outcomes between a group of audiology students that received traditional audiometry training or a single session of VR training.

Introduction

Line 64 refers to a literature (8) after mentinioning (3)

“(3). Using simulators to train audiometry will better prepare students for future clinical 65 practice. Over the last two decades, simulations have been increasingly integrated into medical education to 66 facilitate acquisition of knowledge and practice in a safe environment, allowing students to train and learn from 67 their mistakes without risk to patients (8).” Would citations be (3-7)?

Methods

Both training sessions lasted around three hours. But they did not offer the same opportunities. Please specify.

How long after the trainings were the tests administered? Hours after the completion or days? Were this time equal for both groups?

The test was the same for both groups and is related to the theoretical subjects that were reinforced in the VR training that could not be covered in the TT. It would be interesting to highlight in the test, which questions covered those aspects. As for instance, question 6 covers word recognition score in vestibular schwannoma that was experienced in the VR training group, but not with the TT…. The fact that VR opens more case opportunities than TT, as well as the feedback, imposes a bias that the virtual reality itself not be the reason for the superior outcomes, but the opportunity of different case situations and feedback.

Tests used in the Statistical analysis were not mentioned in the Methods, although presented in the Results.

Results

Figure 3 is blurred, and captions are overlapped

Discussion

It is reasonable to aggree that the biggest advantage of VR is to offer this opportunity and feedback in a timely manner that TT would take probably the double time to offer the same case opportunities and one to one feedback.

The authors might explore the fact that the same opportunities could be given for both groups.

In the Discussion session, it would be interesting to add insights on to what extent do the authors think that VR involve. Do the authors think that virtual reality only applies to basic training?

Reviewer #3: The authors examined the effectiveness of a virtual-reality training in comparison to traditional training in first-year students of Audiology. This article seems to be a continuation of the authors previous article which was about the development of their VR system and its validation. The work seems interesting and note-worthy. The authors were aware of some limitations and honestly pointed out in Discussion. I have some criticism on this work.

- One big limitation of VR systems is their incapability to simulate situations in which hands are trained to for example proper otoscopy and placement of earphone or bone-vibrator and also communication with real people to take history and instruct them how to follow the test. How are these situations addressed in this VR system?

- Why students in VRT group did not test a real patient/person at the end in order to evaluate their confidence and satisfaction in a realistic manner besides answering the subscales?

- The method of statistical analysis of the data needs to be clarified.

Reviewer #4: Thank you for submitting this interesting and comprehensibly written manuscript. This work makes an important contribution to improve the audiometric training as part of audiological education. Some aspects of the manuscript should be clarified. The method section should be described more clearly, especially the use of feedback for the study participants. Also, information on statistics is missing and should be added.

Here are my specific comments below.

Abstract

Results: Please add if the improvements of the two groups were significantly different and if the results for satisfaction and self-confidence showed significant differences between the two groups.

Line 38: „scores additionally improved by 7.5 points.” rather than „scores improved by an additional 7.5 points. “

Line 42: “for audiology students” missing punctuation mark “for audiology students.”

Introduction

Line 50: “overstimulation”: Maybe “overmasking” is the better term.

Line 52: „with each other“ rather than „with each another“

Line 53: „with volunteers that have normal hearing or hearing loss“ better: “with normal hearing or hearing impaired volunteers”

Line 53: “second and third years” to “second and third year”

Line 62: remove “for the learner”

Line 72: “were greatly improved” rather than “have greatly improved”

Line 82: What exactly is the aim of the study, what is the hypothesis?

Participants and methods

Line 91: „(mean age: 21.1±4.1 years),“ wrong punctuation mark „(mean age: 21.1±4.1 years).“

Line 98: How were presbyacusis and unilateral deafness simulated by the teacher?

Line 99: „practice on each other“ missing punctuation mark „practice on each other.“

Line 103: “Next. each student” wrong punctuation mark “Next, each student”

Line 103 ff: Why were different hearing disorders simulated in both study groups? In the VRT group an additional vestibular schwannoma was simulated. Was the sudden idiopathic deafness in the VRT group also only unilateral, as in the TT group? The TT group has also practiced on normal hearing subjects (each other). Why wasn’t the same hearing impairment simulated in both groups? Does this possibly also have an effect on the learning outcome?

Line 104: Did the TT group also receive feedback like the VRT group (report and feedback during the measurements)?

Line 105: „Next, audiometry“ repetition, better „Then, audiometry“

Line 105: “audiometry diagnosis” better “audiometric diagnosis”

Line 106: Was the report given to the students? Did they receive the report as feedback? If so, has the TT group also received such report?

Line 107: How long did the measurements take in the TT group? Was the duration comparable to the VRT group?

Line 114: „tone and speech audiometry“ better „pure tone and speech audiometry“

Line 115: Is there a concrete reference to the practical exercises or can these questions be answered after the theory part, even without practical audiometry training?

Line 117: „in case or 3 or“ to „in case of 3 or“

Line 119: „After the completing“ better „After completing“

Line 127: “was also used” rather than “was also administered”

Line 128: What kind of online software is this? Is it used for education or is it generally freely available? Have all participants tested online software in advance?

Line 130: The study scheme is not quite clear. At what time which evaluation was made in which study group?

Line 130 ff: Was the assessment of self-confidence and satisfaction made before or after the training feedback? And was there feedback for both groups?

Line 130 ff: When did the TT group do the assessment of self-confidence and satisfaction, after the TT Training or after the subsequent VR training?

Was it possible to also simulate personal contact with the patient for the VRT group? (e.g. explanation of the measurement or measuring instructions)

Description of the statistics is missing. Which tests were used? Was the data checked for normal distribution?

Results

What do U and W stand for when specifying the statistics? Please state in the method section which statistical tests were used (presumably Wilcoxon and Man-Whitney-U?), then it is comprehensible.

Line 143: „posttest“ consistent to „post-test“

Line 150 to 153: Significant differences were found. Which group scored better in each case? Always the VRT group?

Line 157 ff: Was there a difference in the rating of the VR system between the two groups? The TT group has practically completed two trainings (TT and subsequent VR) and may have another perspective than the VRT, which „only“ did the VR training.

Discussion

Line 169-170: Why did the VRT group show so much better results than the TT? Are there any ideas that might explain that? Could the comprehensive feedback play a role at VRT Or could the different hearing disorders simulated in both groups have an influence on the learning outcome?

Line 176: „lecture-based education of“ rather than „lecture-based education teaching of“

Line 188 ff: Feedback seems to have an influence on the learning success. Has the TT group also received feedback? If so, to the same extent and concurrent or terminal? Could less or no feedback of the TT group explain the differences in the post-training outcomes between VRT and TT group?

Line 196-197: Could direct contact with patients be practiced in the VRT group, as was the case with real test subjects in the TT group? If not, could this influence the results regarding self-confidence?

Line 198-206: Where in this paragraph is the reference to the current study? To which type of simulation can the current study be assigned? What consequences does this have for the study results?

Line 210: „to assess training retention.“ rather than „to ascertain training retention.“

Line 214: “because the same test was given” rather than “given that the same test was given”

Line 214-215: The TT group even carried out the evaluation three times.

Line 218: „additionally improved by 7.5 percentage“ rather than „improved by an additional 7.5 percentage“

Limitations: Another limitation might be the fact that only the VRT group received feedback (If that was the case). This might influence the results, e.g. self-confidence.

Line 223: „directive“ better „guideline“?

Conclusions

Line 236: „VR enables a safe“ rather than „VR permits a safe“

Line 238: “with better learning outcomes” rather than “with better learning”

Figure legends

Figure 1, line 310: “Tone audiometry” better “Pure tone audiometry”

Figure 3: line 318: “VR” use “VRT”. Here, the abbreviation VR was used instead of VRT. Please use consistent in the manuscript, since VR is also used as a separate abbreviation.

Figure 4: line 322: „VR“ use „VRT“

Figure 3:

The text in the figure is not readable. The resolution is not good enough.

It is not easy to understand what is graphically represented here: Which group is the top bar, which is the bottom bar for the respective item? Please describe at least in the figure legend.

The graphic summarizes the results for both questionnaires (satisfaction and self-confidence). Please clearly indicate which questions belong to which questionnaire (e.g. separate them visually and label them accordingly in the figure legend).

**********

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Reviewer #1: No

Reviewer #2: No

Reviewer #3: Yes: Mansoureh Adel Ghahraman

Reviewer #4: No

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Attachment

Submitted filename: VR-audiology-2020_FV_PLOS _ Reviewer Edits.docx

Click here for additional data file.^{(46.9KB, docx)}

PLoS One. 2020 Dec 3;15(12):e0243380. doi: 10.1371/journal.pone.0243380.r002

Author response to Decision Letter 0

7 Nov 2020

To the editor:

We thank the reviewers and the editor for their helpful comments, and we have incorporated nearly all suggestions in the revised MS. Major changes include:

1. Greater detail in the Methods, including a section regarding statistical analyses.

2. Expanded Discussion section, especially regarding limitations of the present study.

3. Modified Figs 2-4 to improve resolution and include suggested figure details.

4. Careful proofreading to correct grammatical errors and typos, and to conform to PLOS One style.

We hope you find this revision acceptable. Let me know if you need further information.

Sincerely,

Pr David Bakhos, MD, PhD

Editors

1. Please ensure that your manuscript meets PLOS ONE's style requirements, including those for file naming.

� We made the modifications

� Add these informations

� We add it

4. Please state whether you validated the questionnaire prior to testing on study participants. Please provide details regarding the validation group within the methods section.

� These evaluation was done by the teachers, we add this information

5. Thank you for stating the following in the Financial Disclosure section:

"Audilab funded the virtual reality system."

We note that one or more of the authors have an affiliation to the commercial funders of this research study : Audilab.

� We made the modifications on line and in the cover letter

� We add a xls file with all the data

� We made the modifications

Reviewer #1:

COVID-19 has dramatically altered the audiology field at the patients and students. Application of the Virtual reality vs. traditional audiometry training for audiology students is highly needed as thus. So, thanks for the authors for their efforts. The manuscript is well designed and written; however, it required an English editor. I made some suggestion in the attached file.

� Thank you for your comments and suggestions in the text, we really appreciate it. The second author from the US has also contributed some edits to the language to the revision.

Reviewer #2:

The manuscript focus on a very important issue, both clinically and scientifically.

The title is too broad and vague. Including “simulators” may direct the thoughts of the reader Virtual reality with case simulators versus traditional audiometry training for audiology students.

� The title has been changed to: “Training outcomes for audiology students using virtual reality or traditional training methods”

Introduction

Line 64 refers to a literature (8) after mentioning (3)

“(3). Using simulators to train audiometry will better prepare students for future clinical practice. Over the last two decades, simulations have been increasingly integrated into medical education to facilitate acquisition of knowledge and practice in a safe environment, allowing students to train and learn from their mistakes without risk to patients (8).” Would citations be (3-7)?

� We have corrected the order of citations throughout

Methods

Both training sessions lasted around three hours. But they did not offer the same opportunities. Please specify.

� We have modified this section of the Methods: “Fourteen students (mean age = 20.4±1.7 years) were included in the Traditional Training (TT) group. The TT group received 3 hours of training supervised by a teacher in the audiology school. During the training, the teacher first reviewed basic audiometry principles; students were allowed to ask questions if they were not confident in their knowledge from the theorical lessons. Because the teacher had mild presbycusis, students were allowed to practice audiometry techniques for this sort of clinical case. The students were also allowed to train on each other. For example, a student would train with another student who simulated unilateral conductive hearing loss by plugging one ear with an ear plug.

Fifteen students (mean age = 21.7±5.6 years) were included in the Virtual Reality Training (VRT) group. The VR training was performed using the previously developed simulator (9). During the training, a supervisor first explained how the VR system works and introduced the VR hardware, which included the headset, 2 captors, and handles (Oculus Rift ®). Next, each student was trained on 3 clinical cases (presbycusis, vestibular schwannoma, and sudden idiopathic deafness) using the beginner mode, which provided feedback during the session. Then, audiometric diagnosis and management were evaluated for each of the clinical cases, and a report was generated that summarized the errors during the evaluation. The duration of training for each case was approximately 30 minutes, and the total time of the VR training session was approximately 3 hours, including the 20 minutes of introducing the system and 20-minute breaks between clinical cases to avoid fatigue. Fig 1 shows screenshots of the VR system.”

How long after the trainings were the tests administered? Hours after the completion or days? Were this time equal for both groups?

� We have added: “The post-test was performed immediately after the session training for both groups.”

� We have added to the new Outcome Measures section of the Methods: “The evaluation was developed by experts in audiology teaching (i.e., authors MN, LS in the present study), and included 20 questions regarding otoscopy, pure-tone and speech audiometry, acoumetry, masking and tympanometry. The questions were based on the audiometry theoretical coursework and lectures; as such, the questions did not directly address the “hands on” practical training in the TT or VRT group. English and French versions of the evaluation can be found in Appendices 1 and 2, respectively.”

Tests used in the Statistical analysis were not mentioned in the Methods, although presented in the Results.

� We have added a section “Statistical analyses” to the Methods.

Results

Figure 3 is blurred, and captions are overlapped

� We have improved Fig 3 resolution

Discussion

It is reasonable to agree that the biggest advantage of VR is to offer this opportunity and feedback in a timely manner that TT would take probably the double time to offer the same case opportunities and one to one feedback. The authors might explore the fact that the same opportunities could be given for both groups.

� We have added to the Discussion: “Furthermore, a complementary study could be designed to investigate the benefits of feedback for traditional or VR training. For traditional training, feedback could be provided by a supervisor for each student; such an approach is likely to be time-consuming and might require multiple supervisors to provide feedback to all students. While probably resource-intensive, it would be interesting to compare the benefits of such feedback between traditional and VR training approaches.”

In the Discussion session, it would be interesting to add insights on to what extent do the authors think that VR involve. Do the authors think that virtual reality only applies to basic training?

� We have added to the Discussion: “Further studies could also be directed at norming VR evaluation scores across different levels of medical education. For example, it would be useful to know the range of scores for first-year and third-year students. Once this range is identified, the VR evaluation could also determine whether students have sufficiently progressed in their audiological education, or to know if VR offers similar benefits for basic or advanced training.”

Reviewer #3:

� We have added: “The present VR training system has also some limitations, especially for training situations in which precise hand movements are required (e.g., otoscopy, placement of air or bone transducers, using the audiometer, etc.). These gestures can be learned with a manikin or during a traditional training session with a teacher. Furthermore, the VR training does not presently permit evaluation of a student’s ability to explain the audiometric procedure to a patient. However, that is the role of the hospital and audiological center internships during second and third year. Thus, the goal of VR is not to replace, but to complement other modes of audiological training.”

- Why students in VRT group did not test a real patient/person at the end in order to evaluate their confidence and satisfaction in a realistic manner besides answering the subscales?

� As stated in the Introduction and Discussion, students are not allowed to work with real patients or volunteers until they have demonstrated sufficient competence after training, according to the recommendations by the French National Authority for Health.

- The method of statistical analysis of the data needs to be clarified.

� We have added a section “Statistical analyses” to the Methods.

Reviewer #4:

The method section should be described more clearly, especially the use of feedback for the study participants. Also, information on statistics is missing and should be added.

� We have added information to the Methods, as well as new section “Statistical analyses.”

Here are my specific comments below.

Abstract

Results: Please add if the improvements of the two groups were significantly different and if the results for satisfaction and self-confidence showed significant differences between the two groups.

�We have added statistical significance to the evaluation and rating data.

Line 38: „scores additionally improved by 7.5 points.” rather than „scores improved by an additional 7.5 points.“

� Revised as: “After completing the traditional training, students were trained with the VR system, after which mean scores further improved by 7.5 points.”

Line 42: “for audiology students” missing punctuation mark “for audiology students.”

Introduction

� Corrected.

Line 50: “overstimulation”: Maybe “overmasking” is the better term.

� Changed as suggested.

Line 52: „with each other“ rather than „with each another“

� Corrected.

Line 53: „with volunteers that have normal hearing or hearing loss“ better: “with normal hearing or hearing impaired volunteers”

� Changed as suggested.

Line 53: “second and third years” to “second and third year”

� Corrected.

Line 62: remove “for the learner”

� Changed as suggested.

Line 72: “were greatly improved” rather than “have greatly improved”

� Revised as: “Given advances in computer technology, VR simulators for the medical field have been greatly improved.”

Line 82: What exactly is the aim of the study, what is the hypothesis?

�We have modified the last paragraph of the Introduction: “The initial evaluation of the VR simulator involved expert educators and otolaryngology students that had already experienced traditional audiometry training. However, it is still unclear how training outcomes may differ between a traditional or VR simulation approach. We hypothesized that, given the differences between traditional and VR training, VR training would lead to equal or better post-training evaluation scores, compared to traditional training. We also expected greater student satisfaction with the VR training, given the immersive experience. The objective of this study was to compare training outcomes between a group of audiology students that received traditional audiometry training compared to a single session of VR training. We also evaluated students’ satisfaction and self-confidence with the two training approaches.”

Participants and methods

Line 91: „(mean age: 21.1±4.1 years),“ wrong punctuation mark „(mean age: 21.1±4.1 years).“

� Changed to: “…(mean age = 21.1±4.1 years).”

Line 98: How were presbyacusis and unilateral deafness simulated by the teacher?

� We have clarified: “During the training, the teacher first reviewed basic audiometry principles; students were allowed to ask questions if they were not confident in their knowledge from the theorical lessons. Because the teacher had mild presbycusis, students were allowed to practice audiometry techniques for this sort of clinical case. The students were also allowed to train on each other. For example, a student would train with another student who simulated unilateral conductive hearing loss by plugging one ear with an ear plug.”

Line 99: „practice on each other“ missing punctuation mark „practice on each other.“

� Corrected.

Line 103: “Next. each student” wrong punctuation mark “Next, each student”

� Corrected.

� It is true that “hands on” training was provided for only 2 clinical cases in the TT group, and 3 different cases in the VRT group. However, the evaluation was based on the theoretical learning rather than these specific cases. We have added: “The questions were based on the audiometry theoretical coursework and lectures; as such, the questions did not directly address the “hands on” practical training in the TT or VRT group. English and French versions of the evaluation can be found in Appendices 1 and 2, respectively. The TT and VR training supervisors did not know the evaluation questions.”

Line 104: Did the TT group also receive feedback like the VRT group (report and feedback during the measurements)?

�In the TT group, there was some feedback provided by the instructor as needed. In the VRT group, feedback was provided continuously during the training.

Line 105: „Next, audiometry“ repetition, better „Then, audiometry“

� Changed as suggested.

Line 105: “audiometry diagnosis” better “audiometric diagnosis”

� Changed as suggested.

Line 106: Was the report given to the students? Did they receive the report as feedback? If so, has the TT group also received such report?

�It is true that the VRT group received case-specific reports after training. There was no such report for the TT group. However, both groups received the evaluation test scores and were able to discuss the results with the instructor, which is some sort of common feedback across the groups.

Line 107: How long did the measurements take in the TT group? Was the duration comparable to the VRT group?

� As we report in the revised MS, both groups received approximately 3 hours of training.

Line 114: „tone and speech audiometry“ better „pure tone and speech audiometry“

� Changed as: “…pure-tone and speech audiometry…’

Line 115: Is there a concrete reference to the practical exercises or can these questions be answered after the theory part, even without practical audiometry training?

�It’s true that the evaluation could be administered without any practical training. However, the practical training is meant to reinforce the theoretical training, and to increase confidence in clinical practice.

Line 117: „in case or 3 or“ to „in case of 3 or“

� Sentence revised as: “The scoring for each question was weighted depending on the number of errors: 1 point in case of no error, 0.5 points in case of 1 error, 0.3 points in case of 2 errors, and no points in case of 3 or more errors.”

Line 119: „After the completing“ better „After completing“

� Sentence revised as: “After completing the post-test evaluation, students in the TT group performed the same VR training as for the VRT group and then were re-tested.”

Line 127: “was also used” rather than “was also administered”

Line 128: What kind of online software is this? Is it used for education or is it generally freely available? Have all participants tested online software in advance?

� In response to both comments, sentence revised as: “After training with the VR simulator, a four-item subscale with a 5-point Likert response was used to evaluate the immersive and realistic aspects of the VR simulator in relation to theoretical lessons using freely available online software (https://personalpages.manchester.ac.uk/staff/tim.wilding/PTA_Sim/index.html).”

Line 130: The study scheme is not quite clear. At what time which evaluation was made in which study group?

Line 130 ff: Was the assessment of self-confidence and satisfaction made before or after the training feedback? And was there feedback for both groups?

Line 130 ff: When did the TT group do the assessment of self-confidence and satisfaction, after the TT Training or after the subsequent VR training?

� In response to all comments, we have clarified in the Methods: “The post-test was administered immediately after the training session for both groups. After completing the post-test evaluation, students in the TT group performed the same VR training as for the VRT group and then were re-tested.” Also see above responses.

Was it possible to also simulate personal contact with the patient for the VRT group? (e.g. explanation of the measurement or measuring instructions)

� This function has not yet been developed for the present VR training system, but would be an important feature for future development. For now, we have added to the Discussion: “Furthermore, the VR training does not presently permit evaluation of a student’s ability to explain the audiometric procedure to a patient. However, that is the role of the hospital and audiological center internships during second and third year. Thus, the goal of VR is not to replace, but to complement other modes of audiological training.”

Description of the statistics is missing. Which tests were used? Was the data checked for normal distribution?

What do U and W stand for when specifying the statistics? Please state in the method section which statistical tests were used (presumably Wilcoxon and Man-Whitney-U?), then it is comprehensible.

� In response to both comments, we have added a section “Statistical methods” to the Methods.

Results

Line 143: „posttest“ consistent to „post-test“

� We have changed to post-test throughout.

Line 150 to 153: Significant differences were found. Which group scored better in each case? Always the VRT group?

� Revised as: “Significantly higher ratings were observed in the VRT group than in the TT group for: realism of the audiological cases (U=45.5; p=0.0026), support during the training session (U=0; p<0.0001), the degree of complement to the theoretical courses (U=52.5; p=0.0022), confidence for speech audiometry (U=38.5; p=0.0017), and confidence regarding the use of masking (U=45; p=0.0048).”

� We have added: “After the subsequent VR training for the TT group, there was no significant difference in post-test scores between the TT group and the VRT group (U= 66; p=0.0908).”

Discussion

� We have added: “Some previous studies have investigated interest in VR training versus traditional training in other medical fields. In general, VR training offered an advantage for learning theoretical knowledge over traditional, lecture-based education for dentistry (11) and anatomy (12). In surgery, the goal of training is quite different because evaluation is based on the acquisition of technical skills. Some meta-analyses were conducted for gastro-intestinal endoscopy training (4, 5) and for surgery of the ear, nose, and throat (6) using VR. They showed that VR training alone allowed for similar acquisition of technical skills as with traditional training, and thus considered VR simulators to be a useful learning tool. As in our study, most previous studies that compared traditional and VR training underscore the students’ enthusiasm for VR and the immersive environment. It would be ideal to simulate the same clinical cases for the traditional and VR training. However, this is more difficult for traditional training, where someone must “fake” some sort of hearing loss in the presence of their fellow students and instructor. The presentation of these simulated cases should also be consistent across students, which may be difficult. In the VR system, many more clinical cases can be easily and consistently implemented. This may partly explain the advantages of the VR training observed in the present study.”

Line 176: „lecture-based education of“ rather than „lecture-based education teaching of“

� Revised as: “In general, VR training offered an advantage for learning theoretical knowledge over traditional, lecture-based education for dentistry (11) and anatomy (12).”

� We have added near the end of the Discussion: “Furthermore, a complementary study could be designed to investigate the benefits of feedback for traditional or VR training. For traditional training, feedback could be provided by a supervisor for each student; such an approach is likely to be time-consuming and might require multiple supervisors to provide feedback to all students. While probably resource-intensive, it would be interesting to compare the benefits of such feedback between traditional and VR training approaches.”

� As pointed out in the revised Introduction: “Traditional clinical training is performed using tutorials (3 hours), where students will train with each other or with their instructor. During the second and third year, the students will practice under the direct and indirect supervision of a licensed practitioner during their internship. Given the number of students, as well as limited resources in terms of the training time and space available, this supervision is not always possible. In addition, such training, even when supervised, does not meet the recommendation by the French National Authority for Health that students be sufficiently trained before they are allowed to work with patients or volunteers (1).”

Line 198-206: Where in this paragraph is the reference to the current study? To which type of simulation can the current study be assigned? What consequences does this have for the study results?

� We have added: “The present VR training software is somewhat different from these simulators, given that it is a 3D immersive experience, rather than some combination of hardware and software. Increasingly VR is considered to be a high-fidelity simulator.”

Line 210: „to assess training retention.“ rather than „to ascertain training retention.“

� Changed as suggested.

Line 214: “because the same test was given” rather than “given that the same test was given”

� Changed as suggested.

Line 214-215: The TT group even carried out the evaluation three times.

� Revised as: “We note that some procedural learning may have been possible, because the same test was given before and after training (3 times for the TT group, as they were tested before training, after traditional training, and after the subsequent VR training).”

Line 218: „additionally improved by 7.5 percentage“ rather than „improved by an additional 7.5 percentage“

� Revised as: “After traditional training, the mean improvement for the TT group was 6.9 percentage points; after completing the subsequent VR training, the mean score further improved by 7.5 percentage points.”

Limitations: Another limitation might be the fact that only the VRT group received feedback (If that was the case). This might influence the results, e.g. self-confidence.

Line 223: „directive“ better „guideline“?

� Revised as: “The current VR simulator satisfies the recommendations by the French National Authority for Health, which requires sufficient training before students can work with patients or volunteers.”

Conclusions

Line 236: „VR enables a safe“ rather than „VR permits a safe“

Line 238: “with better learning outcomes” rather than “with better learning”

� In response to both comments, we have revised as: “Simulations are widely used to train students in various fields of medicine; VR enables a safe training environment without risk to patients or volunteers. In the present study, our immersive VR training system provided audiology students with better learning outcomes and self-confidence than found with traditional training.”

Figure legends

Figure 1, line 310: “Tone audiometry” better “Pure tone audiometry”

� Changed as “…Pure-tone audiometry…”

Figure 3: line 318: “VR” use “VRT”. Here, the abbreviation VR was used instead of VRT. Please use consistent in the manuscript, since VR is also used as a separate abbreviation.

Figure 4: line 322: „VR“ use „VRT“

� In response to both comments, changed as suggested.

Figure 3:

The text in the figure is not readable. The resolution is not good enough.

It is not easy to understand what is graphically represented here: Which group is the top bar, which is the bottom bar for the respective item? Please describe at least in the figure legend.

� We have modified and improved the resolution of Figs 2-4, and added the suggested details to the Fig. 3 caption.

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PLoS One. doi: 10.1371/journal.pone.0243380.r003

Decision Letter 1

Rafael da Costa Monsanto

20 Nov 2020

Training outcomes for audiology students using virtual reality or traditional training methods

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PLoS One. doi: 10.1371/journal.pone.0243380.r004

Acceptance letter

Rafael da Costa Monsanto

25 Nov 2020

PONE-D-20-21100R1

Training outcomes for audiology students using virtual reality or traditional training methods

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Training outcomes for audiology students using virtual reality or traditional training methods

David Bakhos

John Galvin

Jean-Marie Aoustin

Mathieu Robier

Sandrine Kerneis

Garance Bechet

Norbert Montembault

Stéphane Laurent

Benoit Godey

Charles Aussedat

Roles

Abstract

Introduction

Methods

Participants

Fig 1. Screenshots of the VR system for audiometric training.

Outcome measures

Statistical analyses

Results

Fig 2. Pre-test (open symbols) and post-test scores (filled symbols) for the TT group (blue) and the VRT group (red); data are also shown for the TT group after completing the VR training (blue squares with x).

Fig 3. Results of post-training satisfaction and self-confidence surveys for the VRT and TT groups.

Fig 4. Results of VRT quality surveys collected after VR training in the VR and TT groups.

Discussion

Conclusions

Supporting information

Acknowledgments

Data Availability

Funding Statement

References

Decision Letter 0

Rafael da Costa Monsanto

Roles

Author response to Decision Letter 0

Decision Letter 1

Rafael da Costa Monsanto

Roles

Acceptance letter

Rafael da Costa Monsanto

Roles

Associated Data

Supplementary Materials

Data Availability Statement

ACTIONS

PERMALINK

RESOURCES

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