PROGRAMME SPECIFICATION
Medical Otology and Audiology Programme title:
Final award (BSc, MA etc):
(where stopping off points exist they should be detailed here and defined later in the document)
MSc in Medical Otology and Audiology (ENT Practice) / MSc in
Medical Otology and Audiology (Audiovestibular Medicine) (180 credits)
Stepping off points :
1) Postgraduate Diploma in Medical Otology and Audiology
(120 credits) n/a UCAS code:
(where applicable)
Intake cohort(s) to which this programme specification is applicable:
Sept 2014
(e.g. from 2008 intake onwards)
Awarding institution/body:
Teaching institution:
University College London
University College London
Faculty:
Parent Department:
(the department responsible for the administration of the programme)
Web page address:
(if applicable)
Method of study:
Full-time/Part-time/Other
Brain Sciences
Ear Institute http://www.ucl.ac.uk/prospective-students/graduatestudy/degrees/brain/ear
Criteria for admission to the programme:
Length of the programme:
(please note any periods spent away from UCL, such as study abroad or placements in industry)
Full-time (1 year)
Flexible (up to 2 years)
Prospective candidates should have a medical degree.
English Language Requirement Level - 7.5 with no element below 6.
5
As there will be clinical placements within the NHS students will be expected to satisfy the requirements of the DBS check and
Occupational Health.
Full-time one year
Part-time 2 years
Flexible 3 to 5 years
Level 7 Level on Framework for Higher
Education Qualifications (FHEQ)
(see Guidance notes )
Relevant subject benchmark statement
(SBS)
(see Guidance notes)

Brief outline of the structure of the programme / its assessment:
(see guidance notes)
The Master of Science (MSc) in Medical Otology and Audiology is run on a modular basis and comprises of 8 modules as well as a research project. Each module is worth15 credits and the research project is worth 60 credits with a total of 180 credits. There are three compulsory modules with 5 optional modules. The optional modules offer a choice in either a surgical otology pathway or a medical audiology pathway. The course is designed to provide the theoretical, scientific, clinical, research and vocational skills necessary for those
ENT surgeons, trainees and physicians who wish to develop their careers or sub-specialise in Otology and Audio vestibular Medicine. It also caters for General Practitioners with a specialist interest in ENT and Over Seas doctors who wish to set up their own specialised practice abroad.
The aim of this programme is to accept doctors with a documented or potential interest in otology and audiology and teach the anatomy and physiology of the vestibulocochlear and facial nerves, their clinical and pathological application, diagnostic techniques and management strategies in both children and adults. This will allow for appropriate specialist practice with a particular emphasis on evidence-based medicine, ethics and the requirement for continuing professional development.
Programme Schedule
The programme runs for a calendar year from end of September to end of September. There are two academic terms within which some modules are taught by lectures, seminars and practical sessions.
Master-classes occur throughout the year and can be outside of term time. Assessment will take place throughout the year.
Module Selection
All module choices must be approved by the Programme Director before the student can enrol on the modules.
Core Modules
The following three modules are compulsory to be taken by all students.
EARIGA01 Research Methods and Statistics
AUDLGE04 Imaging
AUDLGAV2 Anatomy and Physiology of the Audiovestibular
System for Audiovestibular Physicians
Optional Modules
Surgical Otology Pathway
Students following the Surgical Otology Pathway will choose any five from the following modules.
AUDLGE01 Medical and Surgical Treatment of Hearing and Balance
Disorders
AUDLGE03 Lateral Skull Base and Facial Nerve
AUDLGE05 Diagnostic Audiology for ENT Practice
AUDLGS04 Introduction to Amplification and Aural Rehabilitation
AUDLGS05 Balance
AUDLGS06 Paediatric Audiology
EARIGA03 Auditory Processing Disorders
EARIGA07 Advances in Auditory Implants

Further information on Optional modules
The following optional modules are clinical practice modules and are undertaken within accredited clinical placements, either in NHS hospital departments or within the private sector. The modules cover all clinical and practical aspects of Otology and surgery and
Audiological assessment and rehabilitation
AUDLGE01 Medical and Surgical Treatment of Hearing and Balance
Disorders
AUDLGE03 Lateral Skull Base and Facial Nerve
Medical Audiology Pathway
Students following the Medical Audiology Pathway will choose five from the following modules.
AUDLGAV1 Audiovestibular Physics
AUDLGAV3 Clinical Diagnostics for Audiovestibular Medicine
AUDLGAV5 Vestibular Medicine and Rehabilitation
AUDLGAV6 Adult Audiological Medicine and Rehabilitation
AUDLGAV7 Paediatric Audiological Medicine and Rehabilitation
EARIGA03 Auditory Processing Disorders,
EARIGA04 Advanced Amplification and Aural Rehabilitation
EARIGA08 Advanced Management of Tinnitus and Hyperacusis,
Please note that none of the proposed modules are new modules.
These all are current modules of existing MSc programmes within the
Ear Institute.
Assessment
Each module will be assessed using a range of different assessment methods which will typically include written coursework assignments
(e.g. essays, lab reports and, statistical assignments) and unseen written tests and examinations. The clinical modules will be assessed by a variety of assessments including vivas, case presentations and clinical portfolios.
Details of the assessments required for each module, including the weighting of each assessment components and information, on which assessment components must be passed in order to pass the module, can be found in the individual module sections. The deadlines for coursework submission and dates and continuous assessments take place throughout the calendar year.
Successful completion of all eight modules of the programme in accordance with the programme and UCL regulations will lead to the award of an MSc in Medical Otology and Audiology (ENT
Practice) or MSc in Medical Otology and Audiology
(Audiovestibular Medicine) depending on which stream is completed.

Board of Examiners:
Professional body accreditation
(if applicable):
Borderline Candidates.
The Board of Examiners may allow the possibility of a condoned fail at MSc level in modules which have a combined total credit value of
60 or less provided:
1) that the overall mark achieved in the module in question is at least 40%
2) the mark gained in each assessment element within the module which must be passed in order for the module to be passed is at least 40%
3) that the module in question is not the Research Project
(GM99)
Name of Board of Examiners: MSc Medical Otology and Audiology tba

EDUCATIONAL AIMS OF THE PROGRAMME:
The programme aims to provide the theoretical, clinical and research skills necessary for ENT Surgeons and trainees, physicians who wish to pursue a career in audio vestibular medicine and General Practitioners who wish to further specialise in ENT/Otology.
It also aims to ensure that graduates are scientifically literate at postgraduate level as well as clinically competent in medical otology and audiology.

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:
1. The scientific principles underlying the physics
Teaching/learning methods and strategies:
Acquisition through lectures, tutorials, practical classes, of sound, acoustcs and signal processing, the processes involved in human hearing and laboratory work, student-led tutorials, web-based self-study materials, coursework, projects and supervised clinical communication and the technology used within the ENT and Audiology profession. It will explore the scientific principles of balance and the facial nerve.
2. The anatomy and physiology related to the audio vestibular system, lateral skull base and facial nerve. Normal structure and physiological function of the auditory and vestibular systems and facial nerve and their pathological processes. 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.
3. Physical principles of the auditory and vestibular systems
4. Disorders of hearing, balance and the facial nerve including clinical identification and management.
5. Pathological processes affecting the structure and physiology and how repair, regenerative and rehabilitative methods may ameliorate these effects.
6. Normal embryological development of the auditory and vestibular systems and how genetic defects may affect these processes.
7. 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.
8. Technical specifications and correct use of current audiological technology.
9. Basic theory and application of audio-vestibular diagnostics testing, underpinning clinical audiology skills and facial nerve testing.
10. Technical and practical aspects of the test procedures used.
11. Adult audiology including normal function and ageing, further aspects of test techniques and detailed differential diagnosis with management strategies applied to adults placement work and regular (non-assessed and assessed) coursework.
Throughout the programme, 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.

12. 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.
13. The causes of hearing loss in adults, and the related clinical syndromes and presentations. A site of lesion understanding of different types of hearing loss and auditory processing deficits.
The diagnostic approach to auditory disorders in adults. The prevention strategies for hearing loss in adults. The diagnostic approach and management of the adult patient with tinnitus and hyperacusis
14. Is aware of the principles of adult learning and recognise the ways in which communication skills can be organised and presented to adults with acquired hearing loss.
15. Management strategies and techniques for rehabilitating patients with hearing loss.
Hearing aid technology. The theoretical basis of therapy and its application within an audiological or vestibular setting. 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.
16. Safe clinical practice.
17. Research methodology and associated statistical knowledge
18. 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.
19. Fundamentals of Lateral Skullbase Disorders.
Advanced overview of Lateral Skullbase
Disorders. Impact on Hearing, Balance, Facial
Nerve Function, Lower Cranial Nerve Function and General Well-being. Investigating and
Diagnosing Disorders. Management of Specific
Diseases with particular reference to
Conservative, Medical and Surgical
Management.
20. Medical and Surgical Treatment for Hearing and
Balance disorders. Middle Ear Surgery.
Meniere’s disease. Acoustic Neuroma. Vascular decompression, Vestibular neurectomy, Middle
Ear implants, Bone anchored Hearing aids,
Cochlear Implants, Medical pharmacological treatments for audio-vestibular dysfunction.
21. Overview of Imaging. Why is imaging useful in
ENT/Laryngology? Quantifying Image quality –
MRI, FRMRI.PET and CT. EEG and MEG.
Source reconstruction. Differential imaging of the Audiological System and Head and Neck.
Assessment:
Testing of knowledge base is through a combination of unseen written examinations, assessed formative and summative coursework in the form of essays, Enquiry base learning reports, clinical portfolios, case reports, presentation and project poster and dissertation.
Vivas will be used to assess knowledge and understanding in the clinical modules.

Intellectual (thinking) skills:
1. Reason critically
2. Critically evaluate research findings and theoretical perspectives
3. Identify and solve problems
4. Analyses and interpret.
5. Integrate and evaluate information, data and evidence from a variety of sources;
6. Use of a hypothesis-led approach to investigations, applying appropriate rationale and evidence
7. Use of logical and systematic thinking to identify and solve problems
8. Use of sound clinical reasoning as a basis for professional judgement
9. Demonstrate and exercise independence of mind and thought
10. Apply theoretical understanding to clinical practice
B: Skills and other attributes
Teaching/learning methods and strategies:
1. 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.
2. 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.
3. 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. These skills are developed in lectures, workshops, clinical tutorials and placement-based learning. Guidelines and feedback on coursework, particularly data exercises and case studies, encourage this kind of integration.
4. 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.
5. 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; Research methods and statistics.
6. Professional and communication skills are developed.
Assessment:
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 . In written examinations, coursework and projects, marks are awarded for critical evaluation.
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.
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.
Logical and systematic thinking is tested in all forms of assessment; indicative answers for examinations contain specific marks to be awarded for these skills.

Practical skills (able to):
1. Obtain a detailed and accurate account of otological diseases, hearing/auditory disability and balance problems affecting the patient using a detailed medical, social and work
C: Skills and other attributes
Teaching/learning methods and strategies:
Lectures, practical demonstrations and workshops, on-line tutorials and assignments using Moodle. Through direct one to one teaching in Clinics and Operating theatre lists. Independent study involves understanding compulsory and recommended reading materials history.
2. Evaluation of patients with auditory dysfunction. Formulation of accurate diagnosis
(choice and referral for appropriate investigations). Formulation of an evidencebased management plan with appropriate auditory rehabilitation including hearing aid provision and other appropriate multidisciplinary referrals.
3. Evaluation of patients with balance problems,
Formulation of accurate diagnosis (choice and referral for appropriate investigations).
Formulation of an evidence-based management plan with appropriate vestibular rehabilitation and other multidisciplinary referrals as required
4. Performs basic assessment of hearing function, including objective and subjective tests to determine function of the middle ear and sensory hearing impairment. 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/ ).
5. Appropriately request and interpret results from a basic assessment of vestibular function and knowledge of balance rehabilitation.
6. Perform basic assessment of facial nerve function.
7. Appropriately request, perform and or interpret results from basic assessment of hearing in children and knowledge of habilitation .
8. Able to modify the test procedures in order to reach an unequivocal outcome so that an appropriate diagnosis and management plan can be agreed.
9. Describe, discuss and explain implications of outcome res ults with patient’s and outline medical and surgical treatment and rehabilitation strategies.
10. Generates a report of patient outcomes, including tests completed results and their interpretation and suggest management options.
11. Plan, deliver and evaluate outcome of appropriate audiological, vestibular and facial nerve clinical intervention.
12. Research skills including statistics. Carry out and plan research and development projects and implement new technology .
Undertake quantitative and qualitative analysis of data.
Select, use and apply appropriate informationgathering and assessment skills.
The student will also need to complete a logbook detailing the experience gained in clinical observation of medical and surgical treatment of audio-vestibular problems and their interpretation.
The student will have tutorials and practical demonstrations and obtain experience in defined audio-vestibular assessment procedures and rehabilitation. Practical sessions will consist of observations followed by supervised testing for rehabilitation and diagnostics. This is dependent on the module selection of the student. All Practical Skills listed opposite are developed, expanded and enhanced. Independent reflection and development of practical skills are particularly encouraged .Research skills will be obtained through lectures and the completion of a research project of 10-
12,000 words.

Assessment:
Demonstrate competencies in key basic practical/clinical testing areas defined; Short practical examinations in key areas such as pure tone audiometry, middle ear immitance, aural impression hearing aid fitting and adult audio-vestibular diagnostics and paediatric audiometric assessment. Completion of recognised clinical experience portfolio, case reports, case presentations. The competencies for research skills will be established by successful completion and submission of research dissertation.

Transferable skills (student able to):
1. Structure and communicate ideas effectively both orally and in writing
2. Use effective interpersonal skills
3. Manage time and work to deadlines; able to prioritise workloads
4. Work independently and be self-reliant
5. Take responsibility for their personal and professional learning and development;
6. Participate constructively in groups
7. Work as a member of a multidisciplinary team;
8. Assess the relevance and importance of the ideas of others
9. Find information and use information technology
10. Use appropriate Information Technology skills (e.g. word processor, spread sheets, statistics package)
11. Use appropriate record keeping skills.
D: Skills and other attributes
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 Section 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:
1. Skills involved in conducting a project are developed through the design, execution and publication of a research dissertation.
Also developed in classes, seminars and tutorials, which rely on discussion and interaction, as well as presentations given by individuals or groups of students.
2. 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.
3. Students receive feedback on essays 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. Also see 8.
4. 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 and during the research project.
5. This skill is addressed by the emphasis on reflective practise within the Clinical Portfolio, completed by students throughout the clinical modules in year 2 clinical placement, and associated tutorials.
6. As for 4
7. As for 4
8. The research project and completion of case-studies encourages time management and completion of work, and is supervised by university-based tutors and clinical supervisors.
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.
9. 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.
10. These skills are developed mainly through placement based learning and the associated Logbook and Clinical Portfolio. IT skills largely developed through individual learning and lectures on use of statistics packages (SPSS)
11. As for 10.
Assessment:
Skills 1, 8, 9 – assessed by both the coursework and research project, which, although supervised, are nevertheless the results of independent thought and work/research by the learner.
Skills 2 to 7, 10 & 11 are not formally assessed but are evaluated within the clinical modules and placements and associated assessments. Written, oral and IT skills are tested throughout a range of assignments throughout all the course-units within the MSc 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 by UCL and may be checked by the Quality Assurance Agency for Higher Education.
Programme Organiser(s)
Name(s):
Mr Peter Andrews, Dr Doris Bamiou, Prof Shak Saeed
Date of production:
Date of review
Date approved by Head of
Department:
May 2014
October 2014
October 2014
Date approved by Chair of
Departmental Teaching
Committee:
October 2014
November 2014 Date approved by Faculty
Teaching Committee