PROGRAMME SPECIFICATION
PROGRAMME SPECIFICATION
Programme title:
BSc in Audiology
Final award (BSc, MA etc):
BSc
Recommendation to the RCCP as eligible to apply for registration as a
Clinical Audiologist
B610
(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 2003 intake onwards
(e.g. from 2015 intake onwards)
Awarding institution/body:
University College London
Teaching institution:
University College London
Faculty:
Brain Sciences
Parent Department:
The Ear Institute
(the department responsible for the administration of
the programme)
Departmental web page address:
www.ucl.ac.uk/ear
(if applicable)
Method of study:
Full-Time
Full-time/Part-time/Other
Criteria for admission to the programme:
The minimum criteria for entry onto the programme are:
a) Passes at Advance level in three subjects, not
necessarily at the same time, of which one must be either
Biology, Chemistry, Mathematics or Physics at grade B
plus a pass in an additional subject at Advanced
Supplementary level at any grade, and
b) Passes at G.C.S.E. or O level in English Language,
Mathematics and a second language at grade C.
Or
c) Any equivalent qualifications to the above, as determined
by the current UCL Undergraduate Admission
Requirements Guide, which have an equivalent
component in either Biology, Chemistry, Mathematics or
Physics, and
d) Any equivalent qualification in English Language and
Mathematics to G.C.S.E. as determined by the current
UCL Undergraduate Admission Requirements Guide.
e) Any further requirements prescribed by the Ear Institute.
Length of the programme:
(please note any periods spent away from UCL, such
as study abroad or placements in industry)
These conditions are subject to the overall minimum entry
requirements stipulated by UCL.
4 years including one 12 month clinical placement (Year 3 of the
programme)
Level on Framework for Higher
Education Qualifications (FHEQ)
(see Guidance notes)
Relevant subject benchmark statement
(SBS)
Advanced Level (Level 6)
http://www.qaa.ac.uk/academicinfrastructure/benchmark/health/A
udiology.pdf
(see Guidance notes)
Brief outline of the structure of the
programme
and
its
assessment
methods:
(see guidance notes)
PROGRAMME.
The programme has 24 modules.
10 of these are worth a whole course-unit, 12 are worth a half courseunit each, making a total of 4 whole course-units for each year of the
degree programme, all of which are obligatory.
There are also two further modules taken in Year 1 and Year 2 of the
degree programme, the completion of which are compulsory but
which are not formally included within the Scheme of Award.
Year 1:
Generic modules providing core skills and knowledge, including an
understanding of the basic scientific principles which underpin
Audiology, across boundaries with many other professional groups.
 Signals and Systems for Speech and Hearing (0.5 unit)
 Introduction to Audiology and Auditory Biophysics (0.5 unit)
 Introduction to Developmental, Cognitive and Social Psychology (1
unit)
 Professional Studies 1: Foundation Interpersonal and Clinical Skills
(1 unit)
 Anatomy and Physiology of Speech, Language and Hearing (1 unit)
 Certificate in Communication Tactics with Deaf People (CACDP)
(additional compulsory unit – approximately 20 learning hours )
Year 2:
Year 2 modules concentrate on the clinical, technical and theoretical
knowledge that forms the basis of audiological practice. It includes
practical tuition in basic audiological techniques undertaken within a
laboratory setting and observation in a clinical placement setting.
Specific modules cover therapy and research and statistics.
 Disorders of Hearing and Balance (0.5 unit)
 Audio-Vestibular Anatomy and Physiology (0.5 unit)
 Acoustics of Speech and Speech Perception (1 unit)
 Clinical Audiology (0.5 unit)
 Hearing Therapy and Communication Strategies (0.5 unit)
 Auditory Rehabilitation (0.5 unit)
 Paediatric Audiology (0.5 unit)
 Signed Communication in Audiology (additional compulsory unit –
approximately 20 learning hours)
Year 3:
All four Year 3 modules are taught within a structured 12 month
Clinical Placement undertaken within accredited NHS departments.
The modules cover all aspects of audiology and professional
development through clinical practice.
 Practical Audio-Vestibular Rehabilitation (1 unit)
 Practical Hearing Therapy (1 unit)
 Practical Paediatric Audiology (1 unit)
 Practical Diagnostic Audiology (1 unit)
Year 4:
A specialist year which develops knowledge of advanced aspects of
audiology, consolidates practical skills and theoretical knowledge
gained throughout the programme and develops research skills.
 Balance (0.5 unit)
 Research Project (1 unit)
 Auditory Perception (0.5 unit)
 Integrative Audiology (1 unit)
 Research Methods and Statistics (0.5 unit)
One of the following optional modules
 Vestibular Rehabilitation (0.5 unit)
 Tinnitus and Hyperacusis (0.5 unit)
 Paediatric Assessment and Habilitation (0.5 unit)
ASSESSMENT
Scheme of award.
The BSc Audiology adheres to the UCL Harmonised Scheme of
Award for Four Year programmes with the additional specification that
all four course-units in Year 3 must be passed.
Students who are awarded a BSc in Audiology are eligible to apply for
professional registration to practise as an Audiologist with the
Registration Council for Clinical Physiologists (RCCP)
Students who do not pass one or more modules in Year 3 or are
unable to complete this year of the programme will not be awarded a
BSc Audiology. They will be eligible for the award of a BSc in Hearing
Science. Students who are awarded a BSc in Hearing Science are
not eligible for professional registration and cannot practise as an
audiologist.
Assessment of individual modules.
Each course-unit is assessed through course-work (which is worth
between 20% and 40%) and a final written examination (which is
worth 60% - 80%). The exceptions are the Year 3 modules and the
Research Project (Year 4).
Coursework for examined modules consist of a mini-test, taken at the
end of the term in which the module is taught. There are additional
assignments which may be practical examinations, essays or
laboratory work, as appropriate for the module content.
Each of the Year 3 modules are assessed through a practical
examination (70%) and continuous assessment consisting of the
completion of a Professional Development Portfolio (30%). It is also
necessary to satisfactorily complete the National Audiological Clinical
Placements Training Logbook in order to pass the Year 3 modules.
The Year 4 Research Project consists of a 5,000 word dissertation
(90%) and a poster presentation (10%) of a research study.
Board of Examiners:
Name of Board of Examiners:
BSc in Audiology
Professional body accreditation
(if applicable):
British Academy of Audiology, Registration
Council for Clinical Physiologists, Health
Professions Council, Hearing Aid Council
Date of next scheduled
accreditation visit:
EDUCATIONAL AIMS OF THE PROGRAMME:
To ensure graduates are:
 Scientifically literate and clinically competent within a clinical audiology and audiological science setting
 Eligible for the appropriate State Registration and ready to enter professional roles within audiological
science within the NHS or other settings
 Capable carrying out and applying evidence-based practice
 Fit to practise clinically and / or to conduct research legally and ethically with appropriate professionalism
and attitudes.
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:
a) The scientific principles
underlying the physics of sound,
the processes involved in human
hearing and communication, and
the technology used within the
Audiology profession.
b) The anatomy and physiology
related to the audio vestibular
system
c) Disorders of hearing and balance
including clinical identification
and management.
d) Technical specifications and
correct use of current
audiological technology.
e) The theoretical basis of therapy
and its application within an
audiological or vestibular setting.
f) Safe clinical practice
g) The role of the audiologist within
the NHS and other settings.
h) The ethical responsibilities of an
Audiologist.
i) Professional standards set by the
British Academy of Audiologists,
the Registration Council for
Clinical Physiologists, the British
Society for Audiology and the
Health Professions Council
j) Research methodology and
associated statistical knowledge.
Teaching/learning methods and strategies:
Outcomes are achieved through a combination of
lectures, small group teaching, practical classes,
laboratory work, student-led tutorials, web-based selfstudy materials, coursework, projects and supervised
clinical placement work.
Broadly, outcome a) is introduced in the course-units
undertaken in Year 1. The remainder are introduced in
the taught “classroom” course-units which make up Year
2. These are developed within a clinical setting in the 12
month clinical placement which makes up Year 3 and
are further enhanced (with the addition of more
specialist knowledge in AUDL4002 Balance and
AUDL4005 Paediatrics) and fully integrated (AUDL4008
– Integrative Audiology) in Year 4.
Outcome j) is taught in Year 2 and 4 within the Research
Methods and Statistics 1 and 2 modules and in the
AUDL4006 Research Project course unit.
Assessment:
Testing of the knowledge base is achieved through a
combination of the following formats: ‘unseen’ written
examinations, written tests and coursework.
Testing of the knowledge base is through a combination
of the following formats: ‘unseen’ written examinations,
written tests, coursework (including data exercise,
clinical reports, case studies, laboratory reports and
essays), oral presentations, viva examinations, clinical
placement assessments and projects.
B: Skills and other attributes
Intellectual (thinking) skills:
a) Critically evaluate research
findings and theoretical
perspectives;
b) Apply theoretical understanding
to clinical practice;
c) Integrate and evaluate
information, data and evidence
from a variety of sources;
d) Use of a hypothesis-led approach
to investigations, applying
appropriate rationale and
evidence;
e) Use of logical and systematic
thinking to identify and solve
problems;
f) Use of sound clinical reasoning
as a basis for professional
judgement
Teaching/learning methods and strategies:
We follow a policy of encouraging students to integrate
knowledge and skills in all areas. Therefore all teaching
methods outlined in A (above) are also used to develop
skills as well as knowledge. The following cognitive
skills are particularly encouraged in the ways outlined
below:
a) Critical evaluation skills are encouraged from
the beginning of the course in tutorials and
workshops. Guidelines and feedback on
coursework encourage critical evaluation. The
research projects students undertake in their
final year include critical evaluations of the
relevant literature.
b) Integration of theory and practice is particularly
emphasised in placement-based learning which
forms an integral part of the degree programme.
This is supported by regular clinical tutorials
encouraging development of reflective practise.
c) These skills are developed in lectures,
workshops, clinical tutorials and placementbased learning. Guidelines and feedback on
coursework, particularly data exercises and
case studies, encourage this kind of integration.
d) Problem solving is similarly emphasised
throughout the course, with students taught
specific problem solving approaches for clinical
work. Enquiry Based Learning is used within
modules where appropriate.
e) Practical and laboratory based coursework is
required throughout the degree programme, in a
range of course-units and subjects. Specific
research skills, including the application of
statistical analysis is specifically taught in Year 2
and Year 4.
f)
Professional and communication skills are
developed in Professional Studies lectures in
Year 1. They are applied within specific clinical
subject areas on a theoretical basis in Year 2
and on a practical basis in Year 3 (the 12 month
clinical placement) and also in Year 4, through
lectures, class case presentations and
continued clinical placements.
Assessment:
The intellectual skills detailed above are tested in the
following ways:
a) In written examinations, coursework and
projects, marks are awarded for critical
evaluation.
b) Integration of theory and clinical practice is
tested in a range of assessments across units
and forms a component of examination
questions with associated marking schemes
across all course-units.
c) Examinations for the Year 3 twelve month
clinical placement, which include a practical
component, case presentations and a viva
component, specifically assess these skills.
d) Marks are awarded for using critical appraisal
within clinical reports, case studies and oral
presentations of cases. Hypothesis-led
investigation is also expected in coursework and
the Research Project in Year 4.
e) Logical and systematic thinking is tested in all
forms of assessment; indicative answers for
examinations contain specific marks to be
awarded for these skills.
C: Skills and other attributes
Practical skills (able to):
a) undertake all basic clinical
audiological procedures
according to the specifications
laid out in the British Society of
Audiology’s Recommended
Procedures (these can be found
at http://www.thebsa.org.uk/);
b) Meet learning outcomes set by
the nationally agreed “individual
Record of Clinical Practise”
(IRCP)
c) Plan, deliver and evaluate
appropriate audiological or
vestibular clinical intervention;
d) Plan, deliver and evaluate
appropriate therapeutic
intervention within an audiological
/ vestibular setting;
e) Manage an audiological caseload
taking account of service deliver
processes;
f) Involve the client and others in
the management process;
g) Effectively communicate
information, advice, instruction
and professional opinion to
colleagues, clients, their relatives
and carers;
h) Reflect on, preview, evaluate and
modify practice;
i) Refer appropriately to relevant
publications such as the
professional standards of the
RCCP, BSA, BAA and HPC.
j) Undertake quantitative and
qualitative analysis of data;
k) Select, use and apply appropriate
information-gathering and
assessment skills;
Teaching/learning methods and strategies:
In line with our learning and teaching strategy that
encourages students to integrate knowledge and skills,
all teaching methods outlined in A above are also used
to develop skills as well as knowledge.
Practical Skills a) to g) are particularly addressed in the
ways outlined below:
a) Two Year 2 modules, AUDL2004 (Clinical
Audiology) and AUDL2006 (Auditory
Rehabilitation), have Practical Components
which, together with a series of observation
clinical placement days throughout Term 2 of
the second year provide training in the core
practical skills. These primarily focus on skills a).
b) All Practical Skills listed opposite are developed,
expanded and enhanced throughout Year 3,
which consists of a 12 month Supervised
Clinical Placement supported with regular
tutorial sessions.
c) Practical Skills are maintained in Year 4 by
students attending a further 20 Supervised
Clinical Placement days and the requirement for
students to complete case presentations and
engage in group tutorials which are structured to
facilitate reflective practise within the AUDL4008
(Integrative Audiology) module.
d) Independent reflection and development of
practical skills are particularly encouraged
through the portfolio system where every
student compiles a portfolio of case studies
throughout the Year 3 placement.
Practical Skills i) – j):
e) These skills are learnt in lectures, computer
based practical classes and through guidelines
and feedback on coursework involving case
data and the completion of a final year Research
Project (AUDL4006)
Assessment:
The practical skills listed above are assessed in the
following ways. These specifically relate to the
teaching/learning methods listed above
a) Year 2 practical skills are tested by Practical
Examinations for AUDL2004 (Clinical
Audiology), which take place at the end of the
Autumn Term and Practical Examinations for
AUDL2006 (Auditory Rehabilitation) which take
place at the end of the Spring Term.
b) All students must undertake Practical
Examinations at the end of the Year 3 12 month
clinical placement. These include practical
components as well as case study
presentations, vivas and written examinations.
c) Students are required to submit a portfolio of
case-studies completed throughout the Year 3
12 month Clinical Placement. This accounts for
30% of the assessment for this Year of the BSc
programme.
d) Students must satisfactorily complete the
formative assessment detailed in the National
Audiological Clinical Placements Training
Logbook. This includes an additional section
(Section C) which relates to the clinical
placements undertaken in Year 4 and which are
designed to ensure the maintenance of the skills
levels achieved in Year 3.
e) It is necessary for students to pass all the
assessment components for Year 3 of the BSc
Programme in order to be eligible for
recommendation for registration with the RCCP
to practice as an audiologist.
Practical Skills i) – j) are assessed through computerbased coursework and assessment and the Year 4
Research Project which forms one whole unit of Year 4
of the BSc Audiology degree programme.
D: Skills and other attributes
Transferable skills. Students should
be able to:
a) Conduct a research project under
supervision;
b) Use effective interpersonal skills;
c) Use effective verbal and written
presentation skills;
d) Manage individual and group
work to facilitate learning and
change;
e) Take responsibility for their
personal and professional
learning and development;
f) Manage their time and prioritise
their workloads;
g) Work as a member of a
multidisciplinary team;
h) Use appropriate information
technology skills;
i) Use appropriate record keeping
skills.
Teaching/learning methods and strategies:
In line with our learning and teaching strategy that
encourages students to integrate knowledge and skills,
all teaching methods outlined in A above aim to
consolidate use of interpersonal skills in the application
of knowledge. The listed transferable skills are
particularly encouraged in the following ways:
a) Skills involved in conducting a project are
developed from the first year of the course when
groups of students conduct investigations in
their placements. These skills are developed
through investigative work that takes place
throughout the duration of the degree
programme in workshops, tutorials, laboratory
experiments and coursework. All students are
supported through a final year project.
b) Students are taught to evaluate interpersonal
skills and given opportunities to evaluate these
skills in themselves and others, both through
tutorials and in clinical placements. There are
specific workshops on interpersonal skills and
communication with hearing impaired people in
Year 2
c) Students receive a workshop on essay-writing
skills in Year 1 and are provided with guidelines
on effective verbal and written presentation
skills. They receive feedback through their
clinical placements, clinical tutorials (including
oral presentations) and coursework
assignments.
d) This skill is developed in clinical tutorials (where
students complete assignments in small groups)
and in supervised clinical placement work.
Individual tuition is given when necessary.
e) This skill is addressed by the emphasis on
reflective practise within the Clinical Portfolio,
completed by students throughout the 12 month
clinical placement, and associated tutorials.
f) The research project and completion of casestudies encourages time management and
completion of work, and is supervised by
university-based tutors and clinical supervisors.
g) There are options for collaborative research
projects with different research groups
associated with the Ear Institute. The crucial role
of the audiologist within an effective team is
inherent through the curriculum and re-iterated
through Hearing Therapy practicals.
h) Students are expected and trained to use
technology in computer-based workshops,
laboratories, for presentations and for preparing
coursework. Clinical skills increasingly rely on
use of signal processing technology and data
bases. Students are encouraged to identify any
additional training needs they have and attend
relevant university training sessions.
i) These skills are developed mainly through
placement based learning and the associated
Logbook and Clinical Portfolio.
Assessment:
The transferable skills listed above are tested in the
following ways:
a) Skills involved in running a project are
specifically tested in the Research Project which
forms one whole course-unit in Year 4.
b) All these skills are tested in Professional Studies
1 (SPSC1801) during the first year.
c) Skills b) to i) are all tested within the 12 month
clinical placement which takes place in Year 3,
specifically through
 The completion of the National Logbook
 The completion of a Clinical Portfolio,
which includes a section for reflective
practise
d) Working in small groups to prepare case studies
for a course-work requirement for AUDL4008
Integrative Audiology
e) Presentation of case studies to student
colleagues as a course-work requirement for
AUDL4008 Integrative Audiology.
f) Written, oral and IT skills are tested throughout
a range of assignments throughout all the
course-units within the degree programme.
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 Josephine Marriage (Director of Studies)
Name(s):
- Francis Ajiboye (Year 1 Co-ordinator)
- Dr Ghada Al-Malky (Year 2 Co-ordinator)
- Seema Patel (Year 3 / Clinical Placements Co-ordinator)
- Paul Radomskij (Year 4 Co-ordinator)
Date of Production:
Date of Review:
October 2014
Date approved by Head of
Department:
October 2014
Date approved by Chair of
Departmental Teaching
Committee:
Date approved by Faculty
Teaching Committee
October 2014
November 2014