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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. 

As an audiology student, there are numerous opportunities to learn from or serve as a mentor. We may be assigned a faculty advisor to guide us through our academic career. Perhaps, we choose a research mentor to facilitate the completion of an independent research project or capstone. In some audiology programs, administration or Student Academy of Audiology (SAA) Chapters ask their second- or third-year audiology students to serve as “buddies” or “mentors” to incoming first-year AuD students or undergraduates.

Did you know that at the end of 2016, the Physician Quality Reporting System (PQRS) ended and was replaced by CMS’ new Quality Payment Program (QPP)? This means that 2016 was the final year in which providers, including audiologists, were eligible to participate in the PQRS program. 

With smartphone apps that amplify speech (Mimi Hearing Test, 2016), and effective (Ear Machine, 2016) over-the-counter (OTC) hearing aids and personal sound amplification products (PSAPs) on the market, consumers may now obtain hearing devices from the comfort of home, completely bypassing the attention of an audiologist.