@article{oai:tohoku-mpu.repo.nii.ac.jp:00000862,
 author = {渡部, 俊彦 and Watanabe, Toshihiko and 伊藤, 邦郎 and Itoh, Kunio and 米澤, 章彦 and Yonezawa, Akihiko},
 issue = {68},
 journal = {東北医科薬科大学研究誌, Journal of Tohoku Medical and Pharmaceutical University},
 month = {Dec},
 note = {Our school offers a disability simulation experience as a part of the early experiential　learning programs for first-year pharmaceutical students. hearing impairment simulation has been included in the disability simulation experience since FY 2020, but no evaluation of its educational effects has been implemented. In this study, the educational effects of hearing impairment simulation were examined. 
For hearing impairment simulation, participants were divided into a group of 2 or 3 and were not allowed to speak during the simulation. The simulation experience consisted of self-introduction using a writing board and a question-and-answer session in which the participants answered questions written on the board using only their mouth movements. 
To examine the educational effects of hearing impairment simulation, the educational results of the disability simulation experience in FY 2017-2019, when hearing impairment simulation was not introduced, were used as a control. 
as a result of the quantitative text analysis of students’ reports of the simulated disability experience and the frequency analysis of the terms used in the report, the frequency of using the term ”communication” increased significantly in FY 2020-2021 compared to FY 2017-2019.
In addition, the analysis using the co-occurrence network diagram revealed that ”communication” was used in conjunction with ”hearing.”
The results showed that hearing impairment simulation held at our school had a positive educational effect on students to help them recognize the importance of ”communication.”},
 pages = {1--7},
 title = {聴覚障害者体験が学生に与える教育効果},
 year = {2021},
 yomi = {ワタナベ, トシヒコ and イトウ, クニオ and ヨネザワ, アキヒコ}
}