應用虛擬實境技術發展輔助溝通系統之選用客觀結構式臨床測驗

Applying Virtual Reality to Develop an Objective Structured Clinical Examination for Augmentative and Alternative Communication Selection

客觀結構式臨床技能測驗已實證為具良好信效度的臨床實作測驗，但仍少見應用在評量語言治療與特殊教育專業能力。本研究藉 OSCE 測驗模式來訓練與評量 AAC 選用臨床能力，並應用虛擬實境將「國民教育階段學生 AAC 選用流程」發展為「VR 版AAC 選用 OSCE」。實驗參與者為特教教師 17 人，語言治療師 10 人，語言治療系學生16 人，在接受 AAC 選用訓練與 OSCE 評量後填寫回饋問卷，經描述統計與獨立樣本平均數差異 t 檢定、單因子變異數分析問卷結果，顯示量化與質性上均有正向回饋，而不同年資與職業的實驗參與者，對「VR版 AAC 選用 OSCE」品質、信效度、組織之部分看法存在顯著差異。由研究結果可知「VR版 AAC選用 OSCE」是可行的。期待未來能繼續應用與發展其他專業臨床技能之 VR 版 OSCE 測驗。

 

Augmentative and alternative communication (AAC) can benefit students with communication needs. However, speech therapists and special education teachers lack the confidence required to use AAC. Objective structured clinical examinations (OSCEs), which are regarded as highly reliable clinical competence assessment models, are rarely used in speech therapy and special education professional competence assessments. This study evaluated AAC competence among speech therapists and special education teachers by using an OSCE. The study also developed a virtual reality (VR) training program based on the AAC selection process. Participants were 16 speech therapy students, 10 clinical speech therapists, and 17 special education teachers. After receiving training on AAC selection and OSCE use, the participants completed a questionnaire. Questionnaires responses were analyzed using descriptive and inferential statistics, including independent-samples t tests and one-way analysis of variance. Although the participants provided positive feedback, significant differences in opinion were observed between participants of different seniority levels and professions regarding the quality, reliability, and organization of the VR training program. Overall, the VR training program was demonstrated to be a feasible training tool. In the future, we intend to continue applying and developing VR training programs for other professional clinical skills.