msc audiology - university of...

MSc Audiology

School of Psychological Sciences Faculty of Medical & Human Sciences

Module Information

*Please note that this is a sample guide to modules. The exact content and combination of modules

may change without prior notice.

Course Unit Outlines

Neurosensory Science

1. AIMS

The unit aims to:

provide a theoretical and scientific foundation in the major academic areas in neurosensory science

relevant to audiologists, ophthalmologists, and neurophysiologists.

2. BRIEF DESCRIPTION OF THE UNIT

Description:

This 15 credit unit focuses on the structure and function of neurosensory systems. Students will gain an appreciation of how the function of auditory, visual and neurophysiological systems is dependent on the underlying anatomical structure and physiological mechanisms. The unit will utilise different teaching methodologies, with some topics being taught on campus via lectures, practical classes and tutorials while others will be delivered via Blackboard once students have returned to their host Trusts.

Content: An overview of the anatomy and physiology of the human body

The physics of sound and light

Anatomy and physiology of neurosensory systems

Central and peripheral neural pathways

Auditory and visual perception

3. INTENDED LEARNING OUTCOMES

Category of outcome Students should/will (please delete as appropriate) be able to:

Knowledge and

understanding

Scientific basis of Healthcare Science:

Describe the cellular, tissue and systems responses to

disease and discuss those body systems and processes

relevant to Neurosensory systems

Audiology theme:

Describe basic mathematics and physics relevant to

introductory acoustics and the use of appropriate units

Discuss the essential structures and functions of auditory

pathways

Understand key aspects of the perception of sound and how

these relate both to speech perception and to the

underlying anatomy and physiology

Neurophysiology theme:

Describe the peripheral, central and autonomic nervous system

Discuss the essential structures and functions of neural

pathways

Ophthalmic and Vision Science theme:

Describe the nature of light and concepts of optics including

refraction, focal length, optic power, and the effects of convex

and concave lenses

Discuss the essential structures and functions of visual pathways

Understand key aspects of the perception of visual stimuli and

how these relate to the underlying anatomy and physiology

Intellectual skills Critically appraise scientific literature

Critically analyse and objectively interpret information/data Practical skills Present information clearly in the form of verbal and

written reports

Communicate complex ideas and arguments in a clear and concise and effective manner.

Work effectively as an individual or part of a team.

Use conventional and electronic resources to collect, select and organise complex scientific information

Transferable skills and

personal qualities Effectively utilise a range of information sources including

information technology / health informatics.

Demonstrate capacity for self-learning and independent thinking and to utilise problem solving skills.

Demonstrate effective communication skills (verbal and written).

Be able to set priorities and link these with effective time management.

Critically evaluate their personal performance both as an individual and within a team.

Demonstrate skills in working collegiately and effectively with others as a member of a team.

4. LEARNING AND TEACHING PROCESSES (INCLUDING THE USE OF E-LEARNING)

Lectures, on-line learning, directed and related reading, self-directed study, tutorials

Clinical Applications of Neurosensory Sciences

1. AIMS

The unit aims to:

provide students with the knowledge that underpins the clinical rotations in Audiology,

Neurophysiology, Ophthalmic and Vision Science and Clinical Assessment and Investigations.


Description: This 30 credit unit focuses on pathologies and assessment techniques within the specialism’s of

Audiology, Neurophysiology, Ophthalmic and Vision Science. Students will also gain an appreciation

of how imaging is used to identify pathologies and the different patient pathways for patients

referred into all three specialisms. The unit will utilise different teaching methodologies, with some

topics being taught on campus via lectures, practical classes and tutorials while others will be

delivered via Blackboard.

Content: Hearing assessment techniques (Otoscopy, PTA, Tympanometry, Acoustic Reflexes, Auditory

Evoked Potentials)

Hearing pathologies (Outer, Middle, Inner Ear and Retrocochlear)

Assessment techniques within Neurophysiology (Electroencephalography, Nerve conduction studies, Visual Evoked Potentials, Somatosensory Evoked Potentials, Auditory Evoked Potentials, Imaging)

Diseases of the central and peripheral nervous system (Autoimmune, Inflammation, Ischemic, Tumours, Motor Neuron, Multiple Sclerosis, Epilepsy, Alzheimer’s/Dementia)

Visual assessment techniques (Snellen Charts, Slit Lamp, Ophthalmoscope, Tonometry, Electroretinography, Visual Evoked Potentials)

Eye disease (refractive errors, inflammation, nerve damage, vascular, trauma etc)

Health and safety aspects of imaging

Differential diagnosis



Knowledge and

understanding

Audiology theme:

Explain the range and function of the different recording

components of audiology equipment, various electrode

derivations and the requirements for the internal and

external calibration of auditory devices.

Critically evaluate the type of patient recordings, stimulus

and recording parameters used in the recording of auditory

evoked potentials.

Critically evaluate the fundamental principles of the

psychophysical assessment of auditory pathologies.

Describe the range and basic function of routine

audiological equipment and critically evaluate their use in

the everyday assessment of hearing, tinnitus and balance in

patients

Explore the framework underpinning aural rehabilitation of

adults with acquired hearing impairment.

Evaluate investigations and treatment of routine otological

and audiological disorders

Discuss the prevalence and incidence of hearing loss and

tinnitus

Understand basic mathematics and physics relevant to

introductory acoustics and the use of appropriate units

Neurophysiology theme:

Explain the range and function of the different recording

components of neurophysiology equipment, various

electrode derivations and the requirements for the internal

and external calibration of somatosensory devices

Critically evaluate the type of patient recordings, stimulus

and recording parameters used in the recording of

somatosensory evoked potentials

Describe the internal and external calibration requirements

of neurophysiological equipment and the effects of the

recording characteristic of the equipment components.

Describe how to recognise, measure and label, using the

correct nomenclature, the major components of all

modalities of evoked potentials used in the assessment of

patients attending neurophysiology.

Describe the causes of error encountered and the non-

pathological effect in the recording of evoked potentials

and their elimination.

Ophthalmic and Vision Science theme:

Describe the range of methods and ophthalmic equipment

used for the routine psychophysical assessment of vision.

Describe the principles and equipment used for imaging

and measurement of eye and ocular adnexae.

Describe the recording and use of clinical visual evoked

potentials

Contextualise the principles and methods used for the

assessment of vision.

Cross-theme Clinical Assessment and Investigation:

Describe how different auditory, visual, central and

peripheral neurological and other related specialist

assessments and investigations can contribute to a holistic

patient approach in the diagnosis, management, prognosis

and care.

Critically evaluate how different assessments and

investigations are used by non-specialist neurosensory

centres in the assessment of patients who have auditory,

visual, central and peripheral neurological disorders e.g.

healthcare for older people; neonatal care, (NICU) (SCBU),

integrated care, critical care, primary care, independent

sector.

Critically evaluate how different auditory, visual, central

and peripheral neurological assessments and investigations

can be combined in differential diagnosis of disease, or

disability.

Conceptualise the effect of cognitive changes across the life

span

Critically evaluate the role of a multi-professional approach

to the assessment and management of patients

Critically evaluate the patient pathways

Generalise the major contributors and risk factors

Cross-theme Imaging and Pathology Diagnostics:

Discuss the basis of ionising and non-ionising imagining

using screening and diagnostic applications to assess

pathologies in neurosensory referrals to a Radiology service

e.g. Head CT/MRI; Ultrasound.

Apply the legislation and physical principles behind

radiation with matter.

Understand the digital processing of 2D and 3D images in

neurosensory pathologies.

Distinguish the key anatomical landmarks of the auditory,

visual, central and peripheral neurological pathways using

imaging media.

Critically evaluate the current local, national and

international standards used for imaging and pathology

equipment.

Explain the need for and processes used in safety testing

and quality assurance of imaging equipment.

Know the basic principles of physics that underpin

healthcare science e.g. ultrasound, radiation.


Critically analyse and objectively interpret information/data

Practical skills Based on lab based exercises students will be able to demonstrate

skills in:

Otoscopy

Tuning fork tests

Pure tone audiometry

Acoustic immittance (Tympanometry and Acoustic Reflexes)

Otoacoustic emissions

Auditory evoked response measurements

Hearing aid testing

Ear impression

Present information clearly in the form of verbal and written

reports


personal qualities Communicate complex ideas and arguments in a clear and

concise and effective manner.


Use conventional and electronic resources to collect, select

and organise complex scientific information

Effectively utilise a range of information sources including


Demonstrate capacity for self-learning and independent

thinking and to utilise problem solving skills.

Demonstrate effective communication skills (verbal and

written).

Be able to set priorities and link these with effective time

management.

Critically evaluate their personal performance both as an

individual and within a team.

Demonstrate skills in working collegiately and effectively

with others as a member of a team.


Lectures, on-line learning, directed and related reading, self directed study, practical classes,

tutorials

Adult Auditory Assessment and Management

1. AIMS

The unit aims to:

provide students with knowledge and understanding of the basic principles and practice of

audiological assessment and management of adults with hearing impairment and tinnitus.


Description: This module builds upon audiology knowledge obtained in Understanding Neurosensory Systems,

and aims to provide trainees with the conceptual scientific and clinical basis necessary for entry level

as a healthcare scientist in Audiology. It is delivered via a blended learning approach where students

will complete both on-line learning activities as well as attend face-to-face lectures, tutorials and

practicals.

Content:

Speech audiometry, auditory steady state response, EchoG, TEN test, PTC, OAEs

Tinnitus assessment and management

Speech production and acoustic phonetics

Therapeutic and ototoxic drugs

Prescription methods to select amplification characteristics

Acoustic transfer and transform functions

Real ear selection and verification procedures

DSP hearing aid technology

Cochlear dead regions

Evaluation of amplification in adults

Electrical implants

Bone anchored hearing aids

Principles of rehabilitation

Models of disability

Behaviour change theories in the context of rehabilitation

Standards (BS, ISO, IEC)

Sound measurement equipment (SLM, measurement microphones, mic calibrators, spectrum analysers, oscilloscopes

Measurement of sound- deterministic, transient & random signals

Measurement of sound- basic principles, errors


Category of outcome Students will have or be able to:

Knowledge and

understanding Understand the basic mechanisms of speech production

and how it relates to speech acoustics

Understanding of the range of speech sounds and their

basic description in terms of acoustic phonetics

Critically evaluate the evidence base required to carry out

non routine audiological assessments reliably and interpret

the results obtained from them

Critically evaluate common approaches in the assessment

and management of tinnitus

Describe the basic principles of pharmacology and evaluate

the evidence related to drugs affecting the auditory system

Critically evaluate the current theories of amplification and

signal processing in the management of hearing disorders

Critically evaluate the evidence base for the selection,

verification and evaluation of hearing aids

Explore the role of the audiologist in the holistic

management of adults with acquired hearing impairment

Describe the psychosocial and communication implications

of an acquired hearing impairment on the individual’s

everyday life

What factors that influence a successful outcome in aural

rehabilitation…where’s the evidence?

Describe the technical, surgical and psychosocial aspects of

implantable devices, including cochlear implants and bone

anchored hearing aids

Demonstrate knowledge and in depth understanding of the

need for and processes used in calibration of audiological

equipment

Understand the basic mechanisms of speech production

and how it relates to speech acoustics

Understand the range of speech sounds and their basic

description in terms of acoustic phonetics



Communicate complex ideas and arguments in a clear and

concise and effective manner

Practical skills Utilise advanced test box measurement

Record real ear measurements

Measure OAEs

Perform TEN test and PTC

Record evoked potentials

Perform speech audiometry



information technology / health informatics

Demonstrate capacity for self-learning and independent

thinking and to utilise problem solving skills

Demonstrate effective communication skills (verbal and

written).

Be able to set priorities and link these with effective time

management.

Critically evaluate their personal performance both as an

individual and within a team

Demonstrate skills in working collegiately and effectively

with others as a member of a team


This unit employs a range of teaching and learning approaches including: lecturers (face-to-face and

on-line), tutorials (face-to-face and on-line), practicals, case studies/presentations, problem-based

learning, WIKIs, discussion boards. The online material will support the acquisition of knowledge and

understanding by promoting problem-based learning through interactive material, exercises and self

assessment tools. Where ever possible trainees will be required to apply their work placement

clinical experiences to theory.

Vestibular Assessment and Management

1. AIMS

The unit aims to:

develop knowledge of vestibular pathologies, types of dysfunction, aetiology and prevalence, and

the basic principles and practice of vestibular assessment and rehabilitation, in order to meet the

requirements for employment in hearing health care service or research


Description: The unit is designed to provide students with the conceptual scientific and clinical basis.

Content: Vestibular anatomy and physiology

Instrumentation and recording methods

Oculomotor tests

Positional tests

Calorics

Posturography

Rotational testing

Vestibular evoked response testing

Pathology of balance disorders; types of balance disorders; prevalence; causes and management.

Vestibular rehabilitation

Special populations, including paediatrics



Knowledge and

understanding Understand the anatomy and physiology underlying the

vestibular system

Critically evaluate the range of vestibular assessment techniques

and the situations in which they may be used

Critically evaluate the evidence base required to carry out

vestibular assessments reliably and interpret the results

obtained from them

Critically evaluate the evidence base and practice of vestibular

rehabilitation

Recognise the role of integrated services for the diagnosis and

rehabilitation for adults with balance disorders

Detail the pathology, types, causes and prevalence of balance

disorders in adults

Recognise how learning disability and communication difficulties

or disorders might affect the clinical presentation, assessment

and management of balance disorders in adults and children



Practical skills Present information clearly in the form of verbal and

written reports





and organise complex scientific information


personal qualities Critical thinking and analysis

Use of library

Academic reading

Independent learning


Lectures, directed and related reading, self directed study and associated laboratory sessions,

tutorials

Paediatric Audiology

1. AIMS

The unit aims to:

provide knowledge and understanding of paediatric audiology in order to meet the requirements for

employment in hearing health care service or research


Description: The unit provides knowledge and understanding on the range of aspects of paediatric audiology,

taking into account the wider developmental, psychosocial and medical domains.

Content: Epidemiology, aetiology and risk factors

Screening & surveillance

Embryology of the auditory system

Maturation of auditory system and child development

History taking

Behavioural assessment techniques

Objective assessment techniques

Otitis Media with Effusion

Auditory Neuropathy Spectrum Disorder

Genetics. Genetic counselling

Deaf children with special needs

Multi-agency approaches to management of deaf children

Hearing instruments for children

Impact of deafness on the family


Category of outcome Students will have or be able to:

Knowledge and

understanding Critically evaluate public health issues and initiatives with regard

to hearing in children

Understand the basis of maturational and developmental

appropriateness of different behavioural and objective

techniques to assess hearing in children

Critically evaluate diagnostic and management options of

specific conditions (e.g. OME, ANSD, APD)

Critically evaluate the principles of the selection, prescription,

verification, evaluation and monitoring of amplification for

children

Contextualise childhood hearing loss



written reports



Use conventional and electronic resources to collect, select and organise complex scientific information




Demonstrate capacity for self-learning and independent thinking and to utilise problem solving skills.

Demonstrate effective communication skills (verbal and written).

Be able to set priorities and link these with effective time management.

Critically evaluate their personal performance both as an individual and within a team.

Demonstrate skills in working collegiately and effectively with others as a member of a team.


Lectures, self directed study, problem-solving sessions, case studies, discussion, report and essay

writing, directed and related reading and private study laboratory sessions

Professional Practice

1. AIMS

The unit aims to:

This unit will provide students an introduction to professional practice within a health service

setting. The unit will introduce and critically review the frameworks and academic literature

underpinning professional practice and enable trainees to gain the knowledge, skills, experience and

tools to develop, improve and maintain high standards of professional practice at all times. It will

also provide an overview of key areas such as public health, the psychosocial aspects of health and

disease, clinical pharmacology and therapeutics and bioinformatics. Students will have the

opportunity to put into practice knowledge and skills during their clinical placement weeks.


Description: This introductory module will introduce the frameworks underpinning professional practice

providing the building blocks for future development of professional practice in the workplace.

Content: Introduction to communication skills

Introduction to leadership within the NHS

Ethical foundations of professionalism and the patient at the centre of care

Introduction to sociology of health and illness

Introduction to epidemiology, public health and health protection

Introduction to clinical pharmacology and therapeutics

Introduction to quality, quality improvement

Introduction to history taking, clinical examination

Introduction to the structure of the NHS



Knowledge and

understanding Understand the ethical foundations of professionalism, including

critical reflection, and how these relate to the clinical scientist,

the patient, the practice of healthcare science and the wider

healthcare environment.

Demonstrate knowledge and understanding of the structures,

processes and methodologies that underpin the quality of the

service provided by the NHS and quality improvement initiatives

to promote high-quality patient care and enhance patient safety,

and discuss the quality mechanisms relevant to their

division/specialism.

Explain the principles of effective written and verbal

communication and feedback, considering the needs and dignity

of patients, the public, health professionals and scientists.

Describe the basic principles and structures underpinning history

taking, clinical examination and clinical decision making and

discuss their role in your division.

Have a knowledge and understanding of a range of leadership

models, including those that underpin current NHS Leadership

and Competency Frameworks, and identify and critically evaluate

how your personal values, principles and assumptions affect your

personal leadership style.

Explain the current structure and management of health and

social care systems and services at a national (UK-wide) and local

level and the way in which the voice of patients and the public is

embedded in all aspects of healthcare and healthcare education.

Understand the main principles and core concepts of the

sociology of health and illness.

Have knowledge and understanding of the basis of epidemiology,

public health and health protection and discuss in relation to

patients and the safety of patients referred to services provided

by your division/specialism.

An understanding of the basic principles of clinical pharmacology

and therapeutics and discuss in relation to patients and the

safety of patients referred to services provided by your


Explain the basic principles of physics that underpin healthcare

science and discuss in relation to patients and the safety of

patients referred to services provided by your


Understand how bioinformatics, including large biological

datasets, contributes to patient safety, patient care and the

practice of healthcare science and defend the

Intellectual skills Critically analyse scientific and clinical data

Present scientific and clinical data appropriately

Formulate a critical argument

Evaluate scientific and clinical literature

Compare and contrast a range of leadership models

Appraise the ethical foundations of professionalism, including

critical reflection, and how these relate to the clinical scientist,

the patient, the practice of healthcare science and the wider

healthcare environment.

Practical skills Present information clearly in the form of verbal and written

reports.


concise and effective manner to both clinical professional and lay

individuals

Work effectively as an individual or part of a team

Take a patient history

Demonstrate safe otoscopic examination

Record accurate pure tone (not masked or masked)

Demonstrate professional accountability including adhering to

HCPC standards of conduct, performance and ethics

Transferable skills

and personal

qualities

Be able to communicate effectively with professional colleagues

and service users.

Consistently operate within sphere of personal competence and

level of authority.

Manage personal workload and objectives to achieve quality of

care.

Work in partnership with colleagues, other professionals,

patients and their carers to maximise patient care.

Think critically and question received information using clinical

reasoning skills


1. Seminars, tutorials and workshops

2. E-learning: evidence-based learning supported by course notes, audio lectures, and discussion

boards

3. Clinical placements (2 weeks)

Research Methods

1. AIMS

The unit aims to:

demystify and develop knowledge of research methods and statistics, to develop confidence in

carrying out research, to differentiate between research, evidence-based practice and audit, to help

students design and plan a dissertation, provide students with the skills to critically evaluate the

methodology of others’ research, and identify the importance of research, development and

innovation across the NHS and in healthcare science. This module will ensure that the student has

the underpinning knowledge of the importance of research, can critically evaluate methodologies of

others research, appreciate development and innovation across the NHS and in healthcare science

and to provide the underpinning knowledge for students to design and plan the research project.

The majority of materials will be accessed together with MSc in Healthcare Science students, with

some teaching dedicated to research specific to Neurosensory sciences. Students will also attend

weekly research seminars delivered by academic staff from within the department as well as invited

external speakers.


Description: The overall aim of this module is to ensure that the students have the underpinning knowledge of

the importance of research, can critically evaluate methodologies of others research, appreciate

development and innovation across the NHS and in healthcare science and to provide the

underpinning knowledge for students to design and plan the research project.

Content: Study design – covering project planning, time management, systematic review and research

governance and academic malpractice.

Statistics – covering a basic introduction to statistical methods.

Academic writing, critical analysis, abstract writing and plagiarism

Research methods

Sources of research funding

Communication skills including dissemination of research findings via oral and poster presentations


Category of outcome Students will:

Knowledge and Develop the skills and knowledge to enable students to critically

understanding design, effectively implement, ethically conduct and clearly

communicate research in a clinical/medical setting

Have a clear understanding of the key components of academic

writing, be able to critically appraise literature to a high standard

and develop a basic working knowledge of handling data

Distinguish between research and audit and how these relate to

and influence evidence based practice, particularly within the

NHS

Examine the contribution of the Healthcare Science workforce to

undertaking cutting edge translational research for patient

benefit and promoting innovation within the NHS.

Know the processes that underpin clinical trials and their

potential value, risks and benefits

Explain the current ethical and governance frameworks within

which human and animal work can be conducted in the UK

Conceptualise the ethical approval processes for research and

audit, the requirements for continuous monitoring, progress

reporting, adverse event monitoring, study closure and archiving

Critically assess the role of peer review and user involvement in

research design.

Appraise research and research proposals with respect to costs

and benefits

Describe how clinical guidelines are produced and the concept of

evidence based practice including the role of current statutory

and advisory regulatory bodies

Explain the processes for quality assurance in research, audit and

service improvement

Describe the potential sources of research funding for

Healthcare Science research and basic principles of Intellectual

Property regulations

Discuss how the findings of research and audit can be used to

improve the practice of healthcare science and improve patient

care and service delivery



Practical skills Present information clearly in the form of verbal and written

reports.




personal qualities Demonstrate effective communication skills including the ability

to present scientific data to non-scientists.

Demonstrate effective organisation skills.

Identify how innovation will have a positive impact on the

practice of healthcare science.

Understanding of statistical principles and their appropriate

application to different sorts of data


Face-to-face teaching will occur in a 1 week block at the beginning of semester one. This will be

supported and extended using online material that will be accessed throughout the rest of semester

one. The on-line material will support the acquisition of knowledge and understanding by promoting

problem-based learning through interactive material and self assessment tools.

Dissertation

1. AIMS

The unit aims to:

To develop critical faculties in research by completing a research project, under supervision, in an

audiologically related area


The format of the dissertation changed in 2008. Instead of the traditional thesis (with

separate chapters for introduction, literature review, methods, results, discussion and

conclusions), the dissertation is now presented as a literature review and a journal

manuscript.



Knowledge and

understanding Conduct a critical review of the literature in a selected topic

Identify and clearly justify a research question to be answered

Design the methodology to answer the research question

Prepare ethics application

Collect and document data

Analyse data using appropriate statistical techniques

Critically consider results of analysis in the light of published

literature

Draw and justify conclusions

Summarise the study in the form of an abstract

Give an oral presentation on your project

Submit a bound dissertation according to specified guidelines



written reports




and organise complex scientific information Transferable skills and

personal qualities Scholarly conduct including academic reading, critical thinking

and analysis, and persuasion through rational argument

Use of library and electronic resources

Application of statistical principles

Independent study

Organisation, planning and time management

Writing and presentation skills


30 hours of staff contact (including tutorials) and 570 hours of independent study. Feedback about

your progress and performance will be provided by your supervisor at regular project meetings. You

will receive written comments on drafts of your work. In addition, there will be formative

assessment of your project presentation in semester two.

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