PROGRAMME SPECIFICATION

PROGRAMME SPECIFICATION

Programme title: / Advanced Audiology
Final award (BSc, MA etc):
(where stopping off points exist they should be detailed here and defined later in the document) / MSc
UCAS code:
(where applicable)
Cohort(s) to which this programme specification is applicable:
(e.g. from 2008 intake onwards) / From 2009 Entry
Awarding institution/body: / University College London
Teaching institution: / University College London
Faculty: / Biomedical Sciences
Parent Department:
(the department responsible for the administration of the programme) / Ear Institute

Departmental web page address:

(if applicable) / http://www.ear.ucl.ac.uk/training/training.htm
Method of study:
Full-time/Part-time/Other / Full and Part Time
Criteria for admission to the programme: / BSc Audiology or BSc in Physics / Science / Engineering / Psychology or equivalent with at least 3 years clinical experience in Audiological practice
Length of the programme:
(please note any periods spent away from UCL, such as study abroad or placements in industry) / 12 Taught modules per year on 3 day basis per module approximately every two weeks during terms 1 and 2.
Level on Framework for Higher Education Qualifications (FHEQ)
(see Guidance notes) / M
Relevant subject benchmark statement (SBS)
(see Guidance notes) / http://www.qaa.ac.uk/academicinfrastructure/benchmark/default.asp
Brief outline of the structure of the programme and its assessment methods:
(see guidance notes) / One written assignment (3000-words) and 1 on-line MCQ test for 1 hour timed per module. Both to be passed at 50% for credit on module
Research dissertation of approx. 60 pages
Board of Examiners:
/ i) Name of Board of Examiners:
Audiological Sciences
Professional body accreditation
(if applicable):
/ British Academy of Audiology / Date of next scheduled accreditation visit: TBC
EDUCATIONAL AIMS OF THE PROGRAMME:
To provide audiologists and related practitioners with research-led developments advanced training in the practice of audiology To provide Audiologists with the required depth and breadth of up-to-date knowledge and competence to enable them to fulfil the needs of the higher practitioner roles (bands 6 and 7) within the NHS, as defined by the Knowledge and Skills Framework and National Occupational Standards To provide audiologists with skills and knowledge to develop and lead research in the field to provide evidence based diagnosis and management
PROGRAMME OUTCOMES:
The programme provides opportunities for students to develop and demonstrate knowledge and understanding, qualities, skills and other attributes in the following areas:
A: Knowledge and understanding
Knowledge and understanding of:
Healthcare Practice Management
management in Healthcare, Clinical Governance, Personal and professional development for a clinical practice, How to be an effective leader and manage staff, Multi-Cultural and diversity issues in clinical settings, Regulatory issues pertaining to clinical Practice, Finance and accounting for a clinical Practice, Complaints and Conflict resolution principles, Health and healthcare policy analysis
Management skills.
Auditory Implant
Key Components of a Cochlear Implant / Middle Ear Implant / bone anchored hearing aids / brainstem implants, Making a Device Choice for Cochlear Implants, Differences between Cochlear Implant Systems, History of the Development of Cochlear Implants and other auditory implants, Pre-implant Counselling, Surgical Approaches, Objective Measurements, Fitting an auditory implant in Children and Adults, Follow-up and Rehabilitation, Assessing Performance and Outcomes, How the different auditory implant users hears sound, Music Appreciation and Listening in Complex Environments, Issues relating to Age at Implantation, Surgical Issues and Modern Trends, Bimodal Hearing – Electroacoustic, Contralateral Hearing and Bilateral Implants, Hair Cell Regeneration, Drug eluting electrodes, Fully Implantable and what advances to expect in the future
Advances in Tinnitus
Theories of Tinnitus generation, Scientific evidence in terms of physiological, neuro-chemical, and biological mechanisms of tinnitus, Effective Assessment strategies, Sound /Cognitive therapies for tinnitus, Evaluation of research on drug therapies for tinnitus, Evaluation of research on electrical/magnetic stimulation therapies for tinnitus, Advances in brain imaging and tinnitus, Advances in otoacoustic emissions and tinnitus
Vestibular Rehabilitation
Medical management of vestibular disorders, Management strategy of adult balance disorders (peripheral and central vestibular disorders) , Treatment of vestibular hypo-function and complete vestibular loss, Causes and management of vertigo, Management of cervical vertigo, Management of visual vertigo, Assessment and treatment of patients with BPPV, Control of motion sickness , Management of elderly patients who fall, Cognitive behavioural therapy in the management of vestibular pathology, Psychological aspects of balance disorders, Role of clinical psychologist in the assessment and management of patients with complex balance problems, Use of physiotherapy in the management of the dizzy patient, The use of sensory integration approaches in the management of balance disorders, Multi-disciplinary approach to children with balance problems/central processing problems and management of balance disorders in children, Case presentation on HVS Management in vestibular dysfunction, Use of bibliotherapy in the treatment of Meniere’s disease, Machine-based therapy for visual-vertigo
Outcome measures- dizziness handicap inventory, posturography deafness , Effects in the inner ear of noise and ototoxic drugs, / Teaching/learning methods and strategies:
Lectures, practical demonstrations and workshops, on-line tutorials and assignments using Moodle
Effect of loss of sensory input on the auditory pathway in development and in the adult, Repair and regeneration in the inner ear sensory input
Basic Embryology of the ear , Development of the inner ear, Molecular aspects of developmental phenomena in the inner ear , Introduction to genetics -principles of inheritance , Basis of genetic deafness: syndromic and non-syndromic
Pyschophysics
Electro-acoustics, electronics, instrumentation
Diagnostic dilemmas in audiology
Psychophysics & tinnitus, Industrial Audiometry, Alternative Audiometric Tests, Tympanic membrane displacement
Effects of hearing loss and diagnostic testing strategy, Case histories - adult diagnostics
Multidisciplinary approach to the management of paediatric hearing and communication disorders
Development of Speech and language, Teams & education, History taking, case histories and management
Managing Hearing Loss
Hearing therapy - environmental aids and assistive devices, Performance Verification, Digital Hearing Aids, Aural Habilitation and rehabilitation in children
Case Studies
Managing Dizziness
Clinical Applications Peripheral Vestibular Disorders/Vascular/Trauma, Central Vestibular Disorders
Mechanics of hearing loss
Basic Embryology of the ear, Development of the inner ear, Molecular aspects of developmental phenomena in the inner ear, Introduction to genetics -principles of inheritance, Basis of genetic deafness: syndromic and non-syndromic deafness, Effects in the inner ear of noise and ototoxic drugs, Effect of loss of sensory input on the auditory pathway in development and in the adult, Repair and regeneration in the inner ear, Plasticity in the auditory pathway after loss of sensory input
Audiology Research

How to undertake a systematic and rigorous process of inquiry reflecting current state of knowledge, test theories, describe processes and develop explanatory concepts, develop a hypothesis and undertake a literature search / systematic review, design study and write a protocol

How to apply for Ethics Committee approval to collect and store data, analyse and present data, evaluate results relative to other research, and to present research as a completed dissertation

Evidence based Audiological Practice
research study designs, qualitative and quantitative research, critical appraisal of research, statistical measures applied to clinical research, meta-analysis of research, evidence based practice principles, focused questioning in clinical practice
how to search for best evidence, how to compare research studies, how diagnostic, prognostic, and therapy should be evaluated, assessment of the level of research evidence risk factors in disease / Assessment:
Testing of knowledge basis in a combination of an Written Assignment and an on-line MCQ examination

B: Skills and other attributes

Intellectual (thinking) skills: / Teaching/learning methods and strategies:
/ Assessment:
Through 'unseen examinations' and essays

C: Skills and other attributes

Practical skills (able to):

Carry out and plan research and development projects and implement new technology

/ Teaching/learning methods and strategies:
Research skills will be obtained through lectures and the completion of a Scientific Research Paper and Poster Presentation
/ Assessment:
The competencies for research skills will be established by successful completion and submission of research dissertation.

D: Skills and other attributes

Transferable skills (able to):
The programme will encourage students to:
·  Develop advanced clinical skills
·  Use new assessment and intervention techniques
Assess clinical practice on the basis of evidence / Teaching/learning methods and strategies:
·  Tutorials and seminar presentations
·  Reading current publications
/ Assessment:
'Unseen' examinations
The following reference points were used in designing the programme:
·  the Framework for Higher Education Qualifications (http://www.qaa.ac.uk/academicinfrastructure/benchmark/default.asp;
·  the relevant Subject Benchmark Statements (http://www.qaa.ac.uk/academicinfrastructure/FHEQ/default.asp);
·  the programme specifications for UCL degree programmes in relevant subjects (where applicable);
·  UCL teaching and learning policies;
·  staff research.
Please note: This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes, content and teaching, learning and assessment methods of each course unit/module can be found in the departmental course handbook. The accuracy of the information contained in this document is reviewed annually by UCL and may be checked by the Quality Assurance Agency.
Programme Organiser(s) Name(s):
/ Dr Deborah Vickers
Date of Production: / June 2007
Date of Review: / June 2008
Date approved by Head of Department: / June 2007
Date approved by Chair of Departmental Teaching Committee: / July 2007
Date approved by Faculty Teaching Committee / July 2007