2026 Early Hearing Detection & Intervention Conference
March 15-17, 2026 • Jacksonville, FL
| Strengthening Pediatric Audiology Graduate Training Programs: Peer Teaching in Preschool Community Hearing Screenings
Strengthening Pediatric Audiology Graduate Training Programs: Peer Teaching in Preschool Community Hearing Screenings
Pediatric clinical placements are often limited in audiology graduate training, largely due to the small number of pediatric audiologists available to supervise students. There are challenges to teaching students with limited pediatric exposure who need extensive supervision in busy pediatric clinics (McCreery, 2014). As a result, many students complete only one pediatric placement during their 2–3 years of clinical rotations, resulting in a disproportionate emphasis on adult clinical hours. This imbalance can make it challenging for students to build strong pediatric foundations early in training or develop interest and confidence in pursuing pediatric careers.
Peer teaching has been successfully used in many healthcare fields to enhance learning, build confidence, and create supportive instructional environments. Students often feel more comfortable asking questions and practicing new skills with peers who share similar training experiences. At the same time, peer teachers deepen their own knowledge through the cognitive demands of teaching.
To increase pediatric exposure and build early competence, the Pediatric Hearing and Speech Education – University of Pittsburgh (PHASE UP) program implemented a peer-teaching model in its preschool community hearing screening clinics. PHASE UP provides no-cost, evidence-based hearing and communication screenings to preschool and school-age children from diverse backgrounds. Two senior audiology graduate students, each with one year of prior PHASE UP experience, served as peer teachers for first-year audiology and speech-language pathology graduate students. Each peer teacher attended the same clinic day weekly throughout the fall term and completed three anonymous reflective surveys during the semester.
This poster will present the outcomes related to peer-teacher attitudes, evolving confidence, perceived teaching abilities, and reflections on supporting novice learners in a pediatric screening environment. Attendees will gain practical strategies for integrating peer teaching into audiology training programs to expand pediatric learning opportunities, support first-year learners, and help cultivate future pediatric audiologists.
- Participants will be able to list two evidence-based rationales for using senior (2nd–3rd year) audiology graduate students as peer teachers during preschool community hearing screenings.
- Participants will be able to summarize key themes from peer-teacher reflective feedback regarding their confidence, teaching skills, and experiences supporting novice learners.
- Participants will be able to identify two ways peer teaching in pediatric community clinics can strengthen pediatric audiology training and contribute to expanding the pediatric audiology workforce.
Presentation:
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Handouts:
Handout is not Available
Transcripts:
CART transcripts are NOT YET available, but will be posted shortly after the conference
Presenters/Authors
Christine Hine
(Primary Presenter,Author,Co-Author), christinejhine@gmail.com;
Christine Hine is a third-year Doctor of Audiology student at the University of Pittsburgh. She earned her Bachelor of Science in Communication Sciences and Disorders, with a minor in Psychology, from Pennsylvania Western-Clarion University in 2023. Christine is passionate about working with children and educating families using evidence-based practices in audiology. Her travels to the Philippines exposed her to healthcare systems with limited resources, inspiring her commitment to serving families from diverse backgrounds. Through LEND, she hopes to broaden her perspective, strengthen her collaboration skills, and apply her experiences to provide family-centered care. Valuing interdisciplinary teamwork, she aims to use her LEND experience to develop innovative ways to improve access to quality hearing healthcare for all children and families.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.
AAA DISCLOSURE:
Financial -
No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.
Katie Vellody
(Co-Author), UPMC Children's Hospital of Pittsburgh & University of Pittsburgh, LEND, katie.vellody@pitt.edu;
Katie Vellody is adjunct faculty in the Department of Communication Science and Disorders in the School of Health and Rehabilitation Sciences at the University of Pittsburgh. She is also a clinical pediatric audiologist at UPMC Children’s Hospital of Pittsburgh. Ms. Vellody’s responsibilities include clinical, academic, and research. Ms. Vellody is a clinical instructor in the Preschool Hearing and Speech Education – University of Pittsburgh (PHASE UP) Clinic. The PHASE UP clinic collaborates with over 40 schools in the surrounding Pittsburgh area to provide evidenced based preventative care and screening to the preschool and school age populations. In the PHASE UP clinic, she oversees all 1st year audiology (AuD) and speech language pathology (SLP) graduate students in the administration of preschool & school age hearing screening protocols. Other clinical responsibilities include providing free audiological hearing care to adults residing in Pittsburgh regions of Homewood & East Hills at the Wellness Pavilion Community Engagement Center – University of Pittsburgh. Ms. Vellody teaches two academic graduate level courses to both SLP and AuD graduate students in the fall and spring terms. She is the audiology LEND (Leadership Education in Neurodevelopmental Disabilities) faculty for the University of Pittsburgh and participates as LEND faculty in the CARES (Connection, Advocacy, Resources, Empowerment and Support) program, a free family centered program to help children and young adults with neurodevelopmental and related disorders, and their families meet their goals. Ms. Vellody’s research interests include pediatric hearing health preventative care and peer assisted learning (PAL) in graduate level health science programs.
ASHA DISCLOSURE:
Financial -
• Receives Salary for Employment from University of Pittsburgh.
• Receives Salary for Employment from UPMC Children's Hospital of Pittsburgh.
Nonfinancial -
No relevant nonfinancial relationship exists.
AAA DISCLOSURE:
Financial -
Financial relationship with University of Pittsburgh, School of Health & Communication Sciences
UPMC Children's Hospital of Pittsburgh.
Nature: Adjunct Faculty - University of Pittsburgh
Pediatric Audiologist - UPMC Children's Hospital of Pittsburgh.
Nonfinancial -
No relevant nonfinancial relationship exists.
Melissa Ruscetta
(Co-Author), melissaruscetta@pitt.edu;
Dr. Melissa Ruscetta is the Director of AuD Clinical Education and an Assistant Professor at the University of Pittsburgh. With a specialization in auditory rehabilitation, she is passionate about the education and well-being of her students and is dedicated to helping educate the future of the profession. Her research focuses on the scholarship of teaching and learning, aiming to enhance the educational experiences of her students. A proud native of Pittsburgh, Melissa enjoys traveling, cooking, and spending quality time with her family.
ASHA DISCLOSURE:
Financial -
Nonfinancial -
AAA DISCLOSURE:
Financial -
Nonfinancial -