PROGRAMME SPECIFICATION
PROGRAMME SPECIFICATION
Programme title:
MSc Audiological Science with Clinical Practice
Final award (BSc, MA etc):
MSc in Audiological Science with Clinical Practice (300 credits)
Stepping off points :
1) Postgraduate Certificate in Hearing Science (60 credits)
2) Postgraduate Diploma in Audiological Science (120 credits)
3) MSc in Audiological Science (180 credits)
4) Postgraduate Diploma in Audiological Science with Clinical
Practice (240 credits)
n/a
(where stopping off points exist they should be
detailed here and defined later in the document)
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:
University College London
Teaching institution:
University College London
Faculty:
Brain Sciences
Parent Department:
Ear Institute
(the department responsible for the administration of
the programme)
Web page address:
(if applicable)
Method of study:
Full-time/Part-time/Other
http://www.ucl.ac.uk/prospective-students/graduatestudy/degrees/brain/ear
Full-time (2 years)
Flexible/Modular (up to 5 years)
Note that the clinical modules (AUDLGS12 and AUDLGS13) must be taken
together in a single full-time academic year. This is because the modules are
supported by in-service training within the NHS and private sector.
Criteria for admission to the
programme:
Prospective candidates should have, or expect to obtain, a good first
degree (minimum 2.1) in one of the physical/behavioural/natural
sciences, psychology or engineering.
English Language Requirement Level - 7.0 with no element below 6.5
(NB this is a requirement of the HCPC which approves the
programme).
Non-standard academic qualifications, where the applicant has a
minimum of five years of relevant clinical experience in audiology,
may be considered.
As there will be clinical placements within the NHS students will be
expected to satisfy the requirements of the DBS check and
Occupational Health.
Length of the programme:
(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)
Full-time - two years
Flexible – up to five years (AUDLGS12 and AUDLGS13 must be
taken in the same year and on a full-time basis).
Level 7
Audiology
Brief outline of the structure of
programme / its assessment:
(see guidance notes)
the
The Masters of Science (MSc) in Audiological Science with Clinical
Practice is comprised of a total of thirteen modules with a total of 300
academic credits.
Currently, graduate students who wish to be accredited by the
relevant professional bodies to work as Audiologists and Hearing Aid
Dispensers in the UK must complete the MSc Audiological Science
and also the Certificate in Clinical Competence.
The programme aims to build on the success of the current MSc
Audiological Science by incorporating the Learning Outcomes for this
programme and also those of the Certificate of Clinical Competence
into one MSc programme. Additional taught modules will enable the
MSc in Audiological Science with Clinical Practice to exceed the
Learning Outcomes of the current courses and also those of
equivalent programmes run by other HEIs, thus ensuring the current
MSc has a competitive edge.
It is anticipated that students who complete either the MSc or the PG
Diploma in Audiological Science with Clinical Practice will be eligible
to register with the RCCP / BAA to practise as an Audiologist and to
register to work as a Hearing Aid Dispenser with the HCPC (subject
to formal approval of the new programme from these bodies.)
For full details of the proposed Programme Structure, including the
diets, different modes of study, progression regulations and scheme
of award, please see the document “Audiological Science with
Clinical Practice: Scheme of Award, Exit Awards” (file name “Scheme of Award; Exit Awards; Progression – Aud Sci with Clin
Prac (09.12.13)”.
The MSc Audiological Science with Clinical Practice is made up of:

10 compulsory taught modules (15 credits each)

2 clinical modules (undertaken in structured, supervised
clinical placements) (30 credits; 60 credits)

1 Research Project (60 credits)
Full-Time structure:
Year 1
The first year of the programme is the equivalent to the MSc in
Audiological Science (180 credits) and consists of the modules
indicated below. These taught modules provide core skills and
knowledge in audiology including research skills and an introduction
to the basic clinical skills involved in hearing and balance assessment
and rehabilitation.
EARIGA01 – Research Methods and Statistics (15 credits)
AUDLGS02 – Anatomy and Physiology of the Audio-vestibular
System (15 credits)
AUDLGS03 - Diagnostic Audiology (15 credits)
AUDLGS04 - Introduction to Amplification and Aural Rehabilitation
(15 credits)
AUDLGS05 - Balance (15 credits)
AUDLGS06 - Paediatric Audiology (15 credits)
AUDLGS07 - Clinical and Professional Practice (15 credits)
AUDLGS08 - Auditory Biophysics and Electro-acoustics (15 credits)
AUDLGO99 - Research Project (60 credits)
Year 2
The second year allows the students to acquire professional and
clinical skills and competencies and consists of four modules worth a
total of 120 credits.
Two taught modules develop additional skills and knowledge.
Two practical modules develop students’ professional and clinical
skills and competencies. The Learning Outcomes are above and
beyond those in the Certificate in Clinical Competency.
YEAR 2 (120 credits)
Optional Taught Modules (Students will take 2 out of the 3)
AUDLGS11 – Living with Hearing Loss (15 credits)
AUDLGS12 - Auditory perception (15 credits)
Compulsory Clinical Modules
The following clinical practice modules are undertaken within
accredited clinical placements, either be NHS hospital departments
or within the private sector. The modules cover all practical aspects
of audiological assessment and rehabilitation techniques that would
allow the student to work as an audiologist (NHS Band 5, as specified
by the RCCP) and/or Hearing Aid Dispenser (as specified by the
HCPC).
Both clinical modules must be completed in the same academic year.
AUDLGS09 (tbc)- Clinical Adult Diagnostics and Auditory
Rehabilitation (60 credits)
AUDLGS10 (tbc) - Clinical Adult Audio-Vestibular Assessment;
Paediatric Hearing Assessment and (Re)Habilitation (30)
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 in Year 2 will be
assessed by completion of a Clinical Placement Portfolio and
Practical Examinations.
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 thirteen modules of the programme in
accordance with the programme and UCL regulations will lead to the
award of an MSc in Audiological Science with Clinical Practice.
Borderline Candidates.
However, the Board of Examiners may allow the possibility of a
condoned fail at MSc level in modules which have a compined total
credit value of 60 or less provded:
Board of Examiners:
Name of Board of Examiners: MSc Audiological Science
Professional body accreditation
(if applicable):
British Academy of Audiology
Health and Care Professions Council
(HCPC)
Registration Council for Clinical
Physiologists (RCCP)
Date of next scheduled
accreditation visit:
2017
EDUCATIONAL AIMS OF THE PROGRAMME:
The programme aims to provide the theoretical, clinical and research skills necessary for those students who wish
to pursue a career as an audiological scientist and/or a career in research.
It aims to ensure that graduates are scientifically literate at postgraduate level and clinically competent within a
clinical audiology and audiological science setting and
 Are eligible for the appropriate Professional Registration with the appropriate regulatory bodies 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:
Teaching/learning methods and strategies:
1. The scientific principles underlying the physics
of sound, acoustcs and signal processing, the
processes involved in human hearing and
communication, and the technology used within
the Audiology profession.
2. The anatomy and physiology related to the
audio vestibular system. 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.
3. Physical principles of the auditory and vestibular
systems
4. Disorders of hearing and balance including
clinical identification and management.
5. Pathological processes affecting the structure
and physiology of both systems, 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.
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
Acquisition through lectures, tutorials, practical classes,
laboratory work, student-led tutorials, web-based self-study
materials, coursework, projects and supervised clinical
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. 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.
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. 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
16. 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.
17. 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.
18. Safe clinical practice
19. The role of the audiologist within the NHS and
other settings.
20. The ethical responsibilities of an Audiologist.
21. 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
22. Research methodology and associated
statistical knowledge
Assessment:
Testing of knowledge base is through a combination of unseen
written examinations, assessed formative and summative
coursework in the form of essay, Enquiry base learning
reports, clinical portfolios, case reports, presentation and
project poster and dissertation.
B: Skills and other attributes
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
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 Year 1 (research
methods and statistics and research dissertation module)
6. Professional and communication skills are developed in Year 1.
They are applied within specific clinical subject areas on a
theoretical basis and on a practical basis in Year 2 (clinical
placement modules)
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.
Examinations for the Year 2 Cinical Placement, which include a
practical component, case presentations and a viva component,
specifically assess these skills.
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.
C: Skills and other attributes
Practical skills (able to):
1. 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.
2. Evaluation of patients with auditory
dysfunction, balance problems for hearing aid
provision and arrange appropriate referral.
3. 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/).
4. Performs basic assessment of vestibular
function and knowledge of balance
rehabilitation [Assist level].
5. Performs basic assessment of hearing in
children and knowledge of habilitation [Assist
level].
6. Able to modify the test procedures in order to
reach an unequivocal outcome so that an
appropriate management can be agreed.
7. Describes, discusses and explains implications
of outcome results with patient’s and outlines
rehabilitation strategies.
8. Generates a report of patient outcomes,
including tests completed results and their
interpretation and suggest management
options.
9. Plan, deliver and evaluate appropriate
audiological or vestibular clinical intervention.
10. Manage an audiological caseload taking
account of service deliver processes.
11. Involve the client and others in the
management process.
12. Effectively communicate information, advice,
instruction and professional opinion to
colleagues, clients, their relatives and carers.
13. Reflect on, preview, evaluate and modify
practice
14. Refer appropriately to relevant publications
such as the professional standards of the
RCCP, BSA, BAA and HCPC.
15. Meet learning outcomes set by the nationally
agreed “individual Record of Clinical Practise”
(IRCP).
16. 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.
Teaching/learning methods and strategies:
The student will have tutorials and practical demonstrations and
obtain experience in defined audio-vestibular assessment
procedures and rehabilitation. Term 1 (year 1) will be in-house
demonstrations and practical training with the Ear Institute/. Term 2
will involve clinical placements at a number of accredited audiology
departments (NHS) within the London area. Practicals will consist of
observations followed by supervised testing for rehabilitation and
diagnostics. These are the core Audiology testing skills.
All Practical Skills listed opposite are developed, expanded and
enhanced throughout Year 2, which consists of three clinical training
modules based around a 12 month Supervised Clinical Placement
supported with regular tutorial sessions.
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 2.
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:
In year 1
1. Short practical examinations in key areas (pure tone
audiometry, middle ear immitance, aural impression hearing aid
fitting during term 1
2. Through final objective structured practical examination in term
3 of year 1 in key areas (adult audio-vestibular diagnostics, ,
paediatric audiometric assessment)
3. Completion of recognised clinical experience portfolio including
case reports, case presentations
4. The competencies for research skills will be established by
successful completion and submission of research dissertation.
In year 2
5. All students must undertake Practical Examinations at the end
of the Year 2, following successful completion of clinical
modules. These include practical components as well as case
study presentations, vivas and written examinations.
6. Students are required to submit a portfolio of case-studies
completed throughout the Year 2.
7. Students must satisfactorily complete the formative assessment
detailed in the National Audiological Clinical Placements
Training Logbook. It is necessary for students to pass all the
assessment components of the clinical modules for Year 2 of
the MSc Programme in order to be eligible for recommendation
for registration with the RCCP to practice as an audiologist and
HCPC as a hearing aid dispenser.
D: Skills and other attributes
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.
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 in year 1
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)
Paul Radomskij
Name(s):
Date of production:
June 2013
Date of review
Date approved by Head of
Department:
December 2014
December 2014
Date approved by Chair of
Departmental Teaching
Committee:
Date approved by Faculty
Teaching Committee
December 2014
January 2015