PROGRAMME SPECIFICATION
PROGRAMME SPECIFICATION
Programme title:
Advanced Audiology
Final award (BSc, MA etc):
MSc
(where stopping off points exist they should be
detailed here and defined later in the document)
UCAS code:
(where applicable)
Cohort(s) to which this programme
specification is applicable:
From 2009 Entry
(e.g. from 2015 intake onwards)
Awarding institution/body:
University College London
Teaching institution:
University College London
Faculty:
Brain Sciences
Parent Department:
Ear Institute
(the department responsible for the administration of
the programme)
Departmental web page address:
http://www.ucl.ac.uk/ear/courses/post-graduates/TMSAUDSADV01
(if applicable)
Method of study:
Full Time, Part Time, Flexible.
Full-time/Part-time/Other
Criteria for admission to the
programme:
Recognised undergraduate degree in Audiology or international
equivalent with at least 2 years clinical experience in Audiological
practice. UK clinicians with the BAAT qualification and/or a
Diploma/Certificate in Hearing Therapy with a minimum of 5 years
clinical experience.
Length of the programme:
1 Year full time, 2 year part time, or up to 5 yrs flexible study.
(please note any periods spent away from UCL, such
as study abroad or placements in industry)
Level on Framework for Higher
Education Qualifications (FHEQ)
(see Guidance notes)
Relevant subject benchmark statement
(SBS)
(see Guidance notes)
Masters Level (Level 7)
http://www.qaa.ac.uk/academicinfrastructure/benchmark/default.
asp
Brief outline of the structure of the
programme
and
its
assessment
methods:
(see guidance notes)
8 Taught modules of 15 academic credits (3 core, 5 optional)
plus a 60-credit research project for the MSc. Diploma course is
120 credits (as above, no research project). Certificate course is
any 4 modules (60 credits).
Modules assessment includes written and practical exams,
presentations, essays, clinical portfolio’s, and reflective practice.
The Core modules are:
EARIGA01 Research Methods and Statistics
EARIGA09 Counselling Skills
AUDLGS02 Anatomy and Physiology of the Audiovestibular System
Optional Modules are:
EARIGA03 Auditory Processing Disorders
EARIGA04 Advanced Amplification and Aural Rehabilitation
EARIGA05 Vestibular Rehabilitation
EARIGA06 Paediatric Habilitation
EARIGA07 Advances in Auditory Implants
EARIGA08 Advanced Management of Tinnitus and Hyperacusis
EARIGA10 Paediatric Assessment
EARIGA12 Rehabilitation for Adults with Acquired Hearing Loss
In addition, the following two modules are available to students,
subject to the approval of the Programme Director:
HCSCGS01 Research Evidence and Design 1
ANIMGN08 Introduction to Neuroanatomy, Systems and Disease
Board of Examiners:
Name of Board of Examiners:
Advanced Audiology
Professional body accreditation
(if applicable):
British Academy of Audiology (for
modules aligned with the BAA’s Higher
Training Scheme only)
Date of next scheduled
accreditation visit: N/A
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:
Anatomy & Physiology:
To provide an understanding of the normal
structure and physiological function of the auditory
and vestibular systems and of how pathological
processes affect both. This will provide the basis of
understanding required in clinical practice
and/or research.
Counseling
To develop competence in a range of counselling
skills for use with people who have hearing
difficulties, families of hearing impaired children and
patients with tinnitus and hyperacusis.
Research Methods & Statistics
Introduce research methods for designing and
conducting experiments and to develop
understanding of selecting, conducting and
interpreting statistical tests. The knowledge acquired
will help with the preparation of the statistics
assignment and research project.
Advances in Auditory Implants
Provide the student with a good understanding of
the entire process of cochlear implantation and an
insight into the cochlear implant team and their
individual roles with a focus on current research and
its impact on clinical practice. They should also gain
an insight into key issues currently debated in the
field of cochlear implantation. An overview should
be achieved of other auditory implantation
prostheses and the clinical approaches taken with
the different systems and the key issues.
Advanced Management of Tinnitus &
Hyperacusis
To provide the student with a good understanding of
the current knowledge about the mechanisms of
tinnitus and hyperacusis and how these symptoms
can be managed, with a special focus on the
process of evidence- based practice as it applies to
management of subjective symptoms. The student
should gain transferable knowledge related to
evaluation of research evidence, research designs,
use of outcome measures, critical appraisal skills,
application of research to practice and service
evaluation.
Vestibular Rehabilitation
To provide the student with the knowledge and
skills that provide a framework for the treatment and
rehabilitation of patients with vestibular disorders,
sensory integration disorders, BPPV
and other conditions / diseases that result in
imbalance, dizziness and coordination problems in
adults, children and the elderly.
Teaching/learning methods and strategies:
Lectures, practical demonstrations and workshops, online tutorials and assignments using Moodle
Paediatric Assessment
Cognitive and behavioural development of infancy
and childhood; Appropriate environment, arousal
state and acoustic signals for assessing behaviour
change in detection of sound; Use of evoked
potentials for deriving information on auditory
thresholds in early life; Value and constraints of
different test techniques in deriving audiological
certainty for effective decision making about hearing
intervention; Pivotal role of the family in
communication development in infants and children;
Ways of supporting parent information, inclusion
and their role as the main facilitator
in their child’s communication potential; Roles and
remit of the audiologist and others within a
reciprocal team for early assessment and
intervention built around the individual child and
family; Methods of disseminating information for
informed decision-making by relevant
agencies with parents at the core
Paediatric Habilitation
Methods for verifying and demonstrating functional
benefit from hearing aid amplification in babies and
children; Provision of safe, effective and wearable
amplification throughout childhood years; Use of
new technologies in amplification and remote
microphone technology; Support for education and
literacy skills for the hearing impaired child in the
Classroom; Importance of effective intervention for
neural stimulation from early life; Importance of
auditory attention and communication for deriving
meaning from sounds in early life; Pivotal role of the
family in mediating communication development in
infants and children; Ways of presenting
information for parents and supporting their role as
the main facilitator in their child’s communication
potential; Timely decision making and onward
referrals for infants and children; Methods of
disseminating information to other support agencies
with parents at the core
Advanced Amplification
To foster an awareness of state of the art research
in amplification
and aural rehab as it relates to both adult and
paediatric populations; To develop international best
practice as indicated by evidence-based
approaches to rehabilitation; To enable the
implementation of clinically applicable tools &
techniques that will elevate the process of aural
rehabilitation to an advanced practitioner level; To
foster a culture of self-evaluation and development
of new skills.
Auditory Processing Disorders
To investigate current science and developments in
clinical practice in understanding auditory
processing and language disorders in both adults
and children. To provide a thorough understanding
of central auditory anatomy and physiology as it
relates to clinical practice.To provide a detailed
understanding of diagnostic and management
issues and the specific needs of complex patients,
both children and adults with auditory processing
disorders. To provide an update on current research
in basic neurosciences and translational
applications.
Rehabilitation of Adults with Acquired Hearing
LossThe focus of this course is on nontechnological aspects of auditory rehabilitation. View
theexperience of acquired hearing loss from a
number of perspectives,considering scientific
evidence and personal experience. Drawing from
the field of health psychology, methods of motivating
and engaging patients in rehabilitation will be
examined and some of the latest research in
audiological rehabilitation will be presented.
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):
Teaching/learning methods and strategies:
Carry out and plan research and
development projects and implement new
technology
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/en/Publications/Documents/Framework-Higher-Education-Qualifications-08.pdf);
 the relevant Subject Benchmark Statements:
(http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/subject-benchmark-statements);
 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)
Dr Cherilee Rutherford
Name(s):
Date of Production:
June 2007
Date of Review:
October 2014
Date approved by Head of
Department:
Date approved by Chair of
Departmental Teaching
Committee:
Date approved by Faculty
Teaching Committee
October 2014
October 2014
November 2014