Objective: The purpose of this study was to better understand how students arrive at making visual-perceptual judgements during laryngeal examination interpretation. The use of eye-tracking technology allowed for novel insights into cognitive processing during student visual interpretation of videos taken from stroboscopic exams.

Methods: Students in the 1st, 3rd, and 5th years of the SLP program at Duquesne University were asked to watch videostroboscopy exams while their eye movements were tracked using Gazepoint GP3 eye tracking technology and analyzed using iMotions 10.0 software. The study included three experiments where students were asked to make judgements about laryngeal exam videos given case histories, rate physiologic variables (e.g. glottal closure pattern) and provide how confident they were in that rating, and visually label/verbally describe anatomical structures.

Results & Conclusions: The impact of experience (student seniority/exposure to laryngeal imaging in class) on necessary knowledge & skills associated with laryngeal exam interpretation will be discussed. This study evaluated students’ ability to integrate their knowledge of anatomic and physiologic deficits with applicable diagnostic details. Eye-tracking data was compared against behavioral data resulting in a robust set of findings with implications that better inform how SLP knowledge and skills are taught.