PROGRAMME SPECIFICATION
PROGRAMME SPECIFICATION
Programme title:
MSc Audiological Sciences
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 1998 Entry
(e.g. from 2015 intake onwards)
Awarding institution/body:
University College London
Teaching institution:
University College London
Faculty:
Clinical Sciences
Parent Department:
Ear Institute
(the department responsible for the administration of
the programme)
Departmental web page address:
http://www.ear.ucl.ac.uk/
(if applicable)
Method of study:
The programmes can be taken full-time
Full-time/Part-time/Other
Criteria for admission to the
programme:
Prospective candidates should have, or expect to obtain, a good first
degree (minimum 2.2) in one of the physical/behavioural/natural
sciences or engineering.
Length of the programme:
One calendar year full time
(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)
Masters Level (Level 7)
Department of Health outcomes for audiologist
(see Guidance notes)
Brief outline of the structure of the
programme
and
its
assessment
methods:
(see guidance notes)
Board of Examiners:
Students must take six taught modules, one clinical training
module (assessed by continuous assessment, essays,
presentations, mini tests, final written and clinical practical
exams) and submit a 10,000 – 15,000 word dissertation
Name of Board of Examiners:
Audiological Sciences
Professional body accreditation
(if applicable):
British Association of Audiological
Scientists
Date of next scheduled
accreditation visit:
EDUCATIONAL AIMS OF THE PROGRAMME:
The programme will provide the theoretical, clinical and research skills necessary for those students who
wish to pursue a career as an audiological sciences and/or a career in research
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:
Teaching/learning methods and strategies:
Acoustics, signal processing, physical principles of the
auditory and vestibular systems, and the technical and
practical aspects of the test procedures used.
Normal structure and physiological function of the
auditory and vestibular systems and of how pathological
processes affect both. Gross anatomy of the ear
proceeding to the detailed structure of the cochlear and
vestibular system and of the relationship of structure and
function in the transmission and processing of external
stimuli from the periphery to the cerebral cortex.
Pathological processes affecting the structure and
physiology of both systems, and how repair, regenerative
and rehabilitative methods may ameliorate these effects.
Normal embryological development of the auditory and
vestibular systems and how genetic defects may affect
these processes. Basic theory and application of audiovestibular diagnostics testing, underpinning clinical
audiology skills. Adult audiology including normal
function and ageing, further aspects of test techniques
and detailed differential diagnosis with management
strategies applied to adults.
Management strategies and techniques for rehabilitating
patients with hearing loss. Hearing aid technology,
Earmould, hearing aid selection and fitting, performance
verification, rehabilitation models, digital hearing aids,
hearing therapy, implantable devices (BAHA and cochlear
implants) and aural habilitation in children.
Epidemiology of balance problems, overview of causes of
balance problems in children and adults, diagnostics
strategies of all commonly recognised peripheral and
central vestibular disorders.
Paediatric audiology including normal function and
auditory development; aspects of test techniques;
detailed diagnostic and management strategies applied to
children. Knowledge of different medial conditions
affecting hearing in children. Importance and methods of
hearing screening and assessment in a child of different
chronological and developmental age. Effect of deafness
on speech and hearing development and its
psychological consequences. Methods of management of
deafness, medical and rehabilitative. Role of various
professional constituting the team assessment and
managing the deaf/deafened child in his/her family
environment. Communication with patient and uses of
arranges to use the patients chosen method of
communication.
Is aware of the principles of adult learning and recognise
the ways I which communication skills ca be organised
and presented to adults with acquired hearing loss.
Understands the routine referral pathways for audiology
services from and to ENT consultants, audiological
physicians, speech and language therapists,
psychologists and other hospital and community services
for audiological services. Understands the scientific
rationale for patient assessment outcomes.
Understands the limitations of their knowledge and skills,
when to seek advice and support from other health
professionals as appropriate. Understands the need to
practice in a fair and anti-discriminatory way,
acknowledging the difference in beliefs and cultural
practices of individuals or groups.
Acquisition through lectures, tutorials and regular
(non-assessed and assessed) coursework.
Throughout the learner is encouraged to undertake
independent reading both to supplement and
consolidate what is being taught/learnt and to
broaden their individual knowledge and
understanding of the subject.
Assessment:
Testing of knowledge base is through a combination
of unseen written examinations, assessed
coursework in the form of essay and project
dissertation.
B: Skills and other attributes
Intellectual (thinking) skills:
Teaching/learning methods and strategies:
Intellectual skills are developed through the
teaching and learning programme outlined above.
Each course, whatever the format of the teaching,
involves discussion of key issues, practice in
applying concepts both orally and in writing,
analysis and interpretation of material, and
individual feedback sessions for students on work
produced.
Assessment:
Intellectual (thinking) skills able to:
1.
2.
3.
4.
Reason critically;
identify and solve problems
analyses and interpret
demonstrate and exercise
independence of mind and
thought.
The variety of assessment methods employed all
place great emphasis (as shown in their assessment
criteria) on the learner’s ability to demonstrate skills
1-5 through the production of coherent written and
oral responses either to problems or tasks set;
learners produce one project dissertation during
their studies which provides a perfect vehicle for the
demonstration of these skills and those who do not
will demonstrate them all severally if not
collectively.
C: Skills and other attributes
Practical skills (able to):
Teaching/learning methods and strategies:
Obtain a detailed and accurate
account of the hearing and/or a
balance problem affecting the patient’s
and a detailed medical, social and
work history.
Evaluation of patients with auditory
dysfunction, balance problems for
hearing aid provision and arrange
appropriate referral.
Able to modify the test procedures in
order to reach an unequivocal
outcome so that an appropriate
management can be agreed
Describes, discusses and explains
implications of outcome results with
patient’s and outlines rehabilitation
strategies.
Performs basic assessment of hearing
function, including objective and
subjective tests to determine function
of the middle ear and sensory hearing
impairment.
Performs basic assessment of
vestibular function and knowledge of
balance rehabilitation.
Generates a report of patient
outcomes, including tests completed
results and their interpretation and
suggest management options.
Research skills including statistics.
Carry out and plan research and
development projects and implement
new technology.
The student will have tutorials and practical
demonstrations and obtain experience in defined
audio-vestibular assessment procedures and
rehabilitation. Term 1 will be in-house
demonstrations and practical training with the Ear
Institute/RNTNE. Term 2 will involve clinical
placements at the RNTNE, Nuffield Centre, The
Royal London, Brocklebank Health Centre, St.
Georges Hospital and National Hospital for
Neurological Diseases. Practicals will consist of
observations followed by supervised testing for
rehabilitation and diagnostics of a minimum of 10
adults, 10 children over 3 years and 10 under 3 years
(with 5 over 18 months and five below).
Research skills will be obtained through lectures
and the completion of a research project of 1012,000 words.
Assessment:
Demonstrate competencies in key basic
practical/clinical testing areas defined:
a) Short practical examinations in key areas
(pure tone audiometry, middle ear
immitance, aural impression, ENG testing,
ABR Testing and hearing aid fitting) during
term 1 and term 2.
b) Through final practical examination in term 3
in key areas (adult audio-vestibular
diagnostics, hearing aid fitting, paediatric
audiometric assessment) and
c) Completion of recognised clinical experience
logbook.
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):
Teaching/learning methods and strategies:
Students will have to prepare and present two
seminars and also make clinical presentations. This
will allow student to develop their understanding
abut also powers of expression skill 2 is learnt
(rather than taught) through the management of time
to meet the various and sometimes conflicting
deadlines (all notified at the outset of each course)
for submission of coursework.
Skills 3 and 7 are developed in classes, seminars
and tutorials, which rely on discussion and
interaction, as well as presentations given by
individuals or groups of students.
Skills 4 and 6 are particularly developed during the
project.
IT skills largely developed through individual
learning and lectures on use of statistics packages
(SPSS)
Assessment:
Able to:
1. Structure and communicate
ideas effectively both orally
and in writing
2. Manage time and work to
deadlines
3. participate constructively in
groups
4. Work independently
5. Find information and use
information technology
6. Be self-reliant
7. Assess the relevance and
importance of the ideas of
others
8. IT skills (word processor)
Skills 1, 4, 6, 7 – assessed by both the coursework
and research project, which, although supervised,
are nevertheless the results of independent thought
and work/research by the learner.
Skill 5 is assessed through the assembly of
necessary information for essays, etc., and their
production on PCs.
Skills 2, 3 and 8 are not formally assessed.
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)
Mr Paul Radomskij
Name(s):
Date of Production:
June 1998
Date of Review:
December 2014
Date approved by Head of
Department:
December 2014
Date approved by Chair of
Departmental Teaching
Committee:
Date approved by Faculty
Teaching Committee
December 2014
January 2015