Over the past 15 years since the doctor of audiology (AuD) degree was adopted nationally, it has become clear that many systemic problems with the externship model exist and need to be urgently addressed. For example, in the stakeholder survey conducted by ACAE in 2013–2014, students, faculty, and clinicians all reported large gaps between classroom and clinical training. The externship is too often inadequately supervised and lacking in quality and breadth of experiences.
Topic(s): Accreditation Commission for Audiology Education (ACAE), externships
A two-part series of ACAE Corner articles in 2015 was devoted to the topic of global audiology education. The first article provided an international overview of audiology educational models and programs in different countries and geographical regions (Hall, 2015a).
Topic(s): Accreditation Commission for Audiology Education (ACAE)
Case scenario 1...a 30-something audiologist completed a routine diagnostic assessment of a 35-year-old patient referred by her primary-care physician for rather vague complaints of inconsistent difficulty hearing in certain settings.
The audiologist performed tympanometry, pure-tone audiometry, and phonetically-balanced (PB) word recognition testing at a comfortable loudness level. The patient’s history was unremarkable for any obvious etiologies or risks for hearing loss, although she enjoyed listening to loud music.
Topic(s): Audiologist, Audiogram, Bilateral Hearing Loss, Patient care