assessment implementation progress report · web viewuniversity of arkansas for medical sciences...

ASSESSMENT REPORT

DOCTOR OF AUDIOLOGY DEGREE (Au.D.) in the Department of Audiology and Speech Pathology

College of Education and Health ProfessionsNannette Nicholson, Ph.D., Interim ChairSamuel R. Atcherson, Ph.D., Interim Director of AudiologyBetholyn Gentry, Ph.D., CEHP Assessment Committee

Audiology Assessment CommitteeAu.D. Assessment Committee

Samuel R. Atcherson, Ph.D., ChairNannette Nicholson, Ph.D. Clifford Franklin, Ph.D.Naveen Nagaraj, Ph.D.Patricia Highley, Au.D.Jennifer Franklin, Au.D.

ANNUAL REPORTAPRIL, 2015

Department Mission

The mission of the Audiology and Speech Pathology (AUSP) department is to educate professionals who serve persons with communication, swallowing, literacy, hearing, and balance disorders at local, state, national, and international levels. The department is dedicated to excellence in: (a) teaching and lifelong learning in a student-centered environment; (b) service in a patient-centered environment based on academic excellence, leadership, and the ethic of community responsibility; and (c) research that supports communication science and the practice of audiology and speech-language pathology (AUSP Strategic Plan, 2012). The department contributes to the College of Education and Health Professions (CEHP) mission by “partnering with the community, we provide an interdisciplinary, scholarly, and collaborative environment to prepare professionals to practice their respective disciplines and become leaders in central Arkansas and beyond” (CEHP Governance, 2014); and to the mission of the University of Arkansas at Little Rock (UALR) by developing the intellect of students; discovering and disseminating knowledge; serving and strengthening society by enhancing awareness in scientific, technical, and cultural arenas; and by promoting humane sensitivities and understanding of interdependence. Within this broad mission are the responsibilities to use quality instruction to instill in students a lifelong desire to learn, to use knowledge in ways that will contribute to society, and to apply the resources and research skills of the University community to the service of the city, the state, the nation, and the world in ways that will benefit humanity (Adopted by the UALR Faculty Senate, 1988).

AUSP Au.D. Assessment Report for 2014 1

1. What are your student learning goals for this degree program?

Audiology Program Goals

The Department of Audiology and Speech Pathology will continue to expand its influence as a dynamic, collaborative, and innovative consortium program striving to meet the following goals (a) improving academic programs to attract outstanding students and promote intellectual development, (b) engaging in service that strengthens our ties to the community, region, and state, (c) strengthening research programs through scientific inquiry and scholarly endeavors, and (d) increasing fiscal self-sufficiency.

The goals of the Audiology Program include producing audiology graduates who will demonstrate the knowledge and skills necessary to:

a. Competently evaluate children and adults for hearing and/or balance disordersb. Provide appropriate intervention for children and adults with hearing and/or balance

disordersc. Understand and evaluate research in the field of audiology and/or related areas, andd. Understand and apply the principles of ethical and professional conduct.

2. What are your learning objectives or outcomes associated with each student learning goal?

Audiology Program Objectives

Four general program objectives have been identified.

1. The graduate must have the knowledge and skills to perform audiologic assessment using behavioral, physiologic, electrophysiologic, psychophysical and self-assessment measures.

2. The graduate must have the knowledge and skills to develop and implement treatment plans using appropriate data.

3. The graduate must have knowledge of the principles and practices of research, including experimental design, statistical methods, and application to clinical populations.

4. The graduate must have knowledge of the principles and practices of professional conduct, ethical behavior, and application to clinical work.

3. Where will the objectives be addressed in your program? In which courses and through which activities will they be assessed? (Attach Curriculum Assessment Map.)

Audiology Courses and Activities

Learning outcomes are reflected in the curriculum map and are presented with learning objectives listed in columns and courses listed in rows. These learning outcomes are known as


the Audiology Knowledge and Skills Acquisition (KASA) objectives. See Audiology Assessment Plan for Curriculum Map.

4. How will you assess each objective? [(a) Methods; (b) Design; (c) Assessment cycle; (d) Stakeholder involvement.)]

Five Year Assessment Plan for Audiology

The faculty of the Department of Audiology and Speech Pathology in the College of Health Related Professions at the University of Arkansas for Medical Sciences and the College of Professional Studies at the University of Arkansas at Little Rock reviewed its assessment plan for this year and decided to revise the existing plan for future assessment reports. One major change to the new plan was to go to a five year assessment cycle rather than a three year rotating assessment plan. Five areas for assessment were identified within the Department of Audiology and Speech Pathology and include: (a) overall program, (b) student clinical training, (c) program graduates, (d) professional community perception, and (e) consumers of clinical services. The Audiology program assessment plan includes changing the focus of assessment each year following a five-year cycle.

First Year Assessments (2012): The first year of the new five-year cycle involves gathering data related to the assessment of the overall Doctor of Audiology program. This assessment process included the following instruments: Diversity of Students Admitted, Graduate Assistantships Awarded, Graduate Course Evaluation (Appendix A), Graduate Exit Survey (Appendix B), Nine Month Post Graduation Survey (Appendix C), and Town Hall Meeting as Needed. Data collection with these tools will occur every year. These data will be used to evaluate overall program effectiveness by obtaining input from the primary consumer of our services, students. Results from these instruments will be used to guide decisions regarding program improvement.

Second Year Assessments (2013): During the second year of the five-year cycle, assessment efforts will focus on Audiology student clinical training. Clinical training for Audiology graduate students will be assessed with data obtained in the following areas: Diversity of Clients Served (adult and pediatric populations, variety of disorders, etc.), Consumer Assessment of Clinical Services (6 questions; Appendix D), 1st Year Performance Based Evaluation (Appendix E), 2nd

Year Performance Based Evaluation (Appendix F), Student Professionalism Evaluation (Appendix G), Practicum and Externship Student Evaluation (Appendix H), Practicum and Preceptor Evaluations (Appendix I), and Practicum and Externship Site Evaluations (Appendix J). These data will be collected every year and reported during the second year of the five-year cycle. This information will be used to assess how well the program is meeting the clinical needs of our Audiology graduate students. These data will be used to make quality improvement decisions about the graduate Audiology clinical training program.

Third Year Assessments (2014): During the third year of the five-year cycle assessment efforts will focus on assessment of professional preparation of our graduate Audiology students. Assessment will be conducted using the following performance measures: Student Scholarships and Awards, Audiology Knowledge and Skills Assessment (Appendix K), Grand Rounds Summary, Graduate Comprehensive Examination and Survey (Appendix L), Research Presentation Summary (Appendix M), Dissemination of Research, and Pass Rate on the National Audiology Praxis Examination. These data, collected each year, will be used as indices


during the third year of the five-year cycle to monitor quality improvement efforts and to indicate how well the graduate Audiology program is meeting the needs of our students.

Fourth Assessment Year (2015): During the fourth year of the five-year cycle, professional community perception will be the focus. The professional community is the second largest consumer of the primary target of our services, well-trained competent professionals. Tools to assess professional community perception include the following: Service Learning Participation Summary, Professional Community Survey (Appendix N), Focus Groups, Graduate Employer Survey (Appendix O), and US World News Report Program Ranking. The data collected from these assessment tools will inform the program about knowledge, attitudes, and beliefs about the Audiology graduate program and graduates of the program at the local, state and national levels.

Fifth Year Assessment (2016): During the fifth year of the five-year cycle the focus of assessment will be on the third major group of consumers, the consumers of clinical services. Consumers of clinical services will be assessed using the following information: Diversity of Referral Sources, Audiology Clinic Census, Consumer Evaluation of Clinical Services (13 questions; Appendix D), and Diversity of Services Provided (UALR Audiology Clinic) by Clinical Procedure Terminology (CPT) and International Statistical Classification of Diseases and Related Health Problems (ICD-10) Reports. The data collected from these measures will be used to assess the quality of services provided to clients in our clinic and will be used when making decisions regarding marketing and quality improvement initiatives.

Assessment tools are shown by objective, cycle and year on the following table.


Audiology and Speech Pathology Department Doctor of Audiology Program

Five-Year Assessment Plan (2012 - 2016)

Assessment Tool Objective(s) Cycle Year

Assessment of Overall Program 1 & 2 Year 1 2012Diversity of Students Admitted Graduate Assistantships AwardedGraduate Course Evaluation (Appendix A)Graduate Exit Survey (Appendix B)Nine Month Post Graduation Survey (Appendix C)Town Hall Meeting as Needed

Assessment of Student Clinical Training 1, 2, & 4 Year 2 2013Diversity of Clients Served (Appendix D)Consumer Assessment of Clinical Services (6 questions; Appendix E)1st Year Performance Based Evaluation (Appendix F)2nd Year Performance Based Evaluation (Appendix G)Student Professionalism Evaluation (Appendix H)Practicum and Externship Student Evaluation (Appendix I)Practicum and Preceptor Evaluations (Appendix J)Practicum and Externship Site Evaluations (Appendix K)

Assessment of Graduate Students 1, 2, & 3 Year 3 2014Student Scholarships and AwardsAudiology Knowledge and Skills Assessment (Appendix L)Grand Rounds SummaryGraduate Comprehensive Examination and Survey (Appendix M)Research Presentation SummaryDissemination of ResearchPass Rate on National Praxis Examination

Assessment of Professional Community Perception 1 & 2 Year 4 2015Service Learning Participation SummaryProfessional Community Survey (Appendix N)Focus GroupsGraduate Employer Survey (Appendix O)US World News Report Program Ranking

Assessment of Consumers of Clinical Services 1 & 2 Year 5 2016Diversity of Referral SourcesAudiology Clinic CensusConsumer Evaluation of Clinical Services (13 questions; Appendix E)Diversity of Services Provided (UALR Audiology Clinic) CPT and ICD-10 Reports


During the third year of the five-year cycle, assessment efforts will focus on the assessment of Audiology Graduate Students. Audiology Graduate Students will be assessed with data obtained in the following areas:

Student Scholarships and Awards Audiology Knowledge and Skills Assessment Grand Rounds Summary Graduate Comprehensive Examination and Survey Research Presentation Summary Dissemination of Research Pass Rate on the National Praxis Exam


Student Scholarships and Awards

Report: Each academic year, students in the Au.D. program may find themselves eligible to apply for any number of scholarships and receive awards. The focus of the scholarships and awards may be based on financial need, used to support research or training opportunities, or awarded based on academic merit. The scholarships and awards earned by our students in the year 2014 are reported as follows:

Name Award/Scholarship Agency AmountAbby Hill National Student

Speech Language and Hearing Association Member Honors

American Speech-Language-Hearing Association

n/a

Ahmad Alanazi McNiece Doctoral Research Fellowship Fund Grant Competition-2014

University of Central Arkansas Foundation

$800

Lauren Schlagenhauf Jazz and Juleps Scholarship

AUSP Development Council

$2,500

Mary Crigler Jazz and Juleps Scholarship

AUSP Development Council

$2,500

Mary Crigler College of Health Professions Scholarship

UAMS College of Health Professions

$500

Sarah Kennett Arkansas Speech Language and Hearing Association Student Award

Arkansas Speech-Language-Hearing Association

$1,000

Sarah Kennett Audiology Research Travel Award


$500

Shannon Lieblong Audiology Research travel award


$500


Audiology Knowledge and Skills Assessment

Report: The Knowledge and Skills Acquisition (KASA) Form was developed by the Council on Academic Accreditation to assist in tracking for the American Speech-Language-Hearing Association (ASHA) Certification process. It provides evidence for tracking a student‘s:

Acquisition of knowledge and skills Supervised clinical practicum hours Progress toward graduation Progress toward state and national credentials

The tracking of these skills is accomplished by means of the Record of Knowledge and Skills Acquisition, or KASA Form. Outcomes have been established by the program to meet all applicable. These standards are incorporated into coursework, clinical practica, and externships in the form of measurable goals, objectives, or outcomes. Each course has associated with it a number of specific outcomes you will be asked to meet in order to demonstrate knowledge and skills in that content area. The outcomes may be demonstrated via exams, laboratory or homework assignments, written papers, projects, through contact with clients in the clinic, or other measurable ways.

Graduation rate is tied directly to the completion of the KASA Form. In May 2014, nine (9) Au.D. students graduated having completed the objectives on the KASA Form. All current students ( n =33, across all four cohorts) in the Au.D. program are making expected progress.

Grand Rounds Summary2014 Audiology Grand RoundsReport: Grand rounds belong to a group of required program-related events not tied directly to courses. They are viewed by the faculty as valuable learning experiences to help students synthesize material they have learned in the classroom with their clinical training, and to gain new information outside of the classroom or clinic that they may not have obtained otherwise. All Au.D. students from the 1st to 3rd year cohorts are required to give a grand rounds presentation each year of the first three years of the program. Grand rounds involves short case presentations or a coverage of clinical topics made by the students in the presence of the faculty and their peers. Faculty and students are encouraged to ask questions of the student presenters, and the faculty provides written feedback through a rating form. Although the rating form is completed by faculty, it is disseminated back to students with feedback and/or praise for their own professional development. In 2014, a total of 32 grand rounds presentations were given by students.


Graduate Comprehensive Examination and Survey2014 Comprehensive ExaminationReport: The comprehensive exam consists of 80 multiple choice items and four essay items. The essay items are selected at random from all topics covered to this point in the students' careers. The results for comprehensive exams taken by the five Au.D. students in their third year of study consisted of five students (100%) passing the multiple choice portion of the exam; three of the students (60%) successfully completed the four essay components of the exam with a combination of "high" and "low" passing scores. Note: A "low-pass" requires some form of remediation of the student. Of the five students, two (40%) initially failed at least one essay item and were required to re-write on the topic. Both students passed the subsequent re-write. Upon remediation and/or re-written exams, five students (100%) successfully completed the comprehensive exam.


2014 Post-Examination Student SurveyReport: The comprehensive exam survey consists of seven Likert Scale items and three open-ended items. The response to the comprehensive exams survey included two (40%) of the five students. The mean results are illustrated in the following graph. There was a general agreement of satisfaction with the examination. Results for the open-ended items is provided beneath the graph.

The comprehensive examination adequately sampled my knowledge of audiology.

I feel the comprehensive examination, in its current format, will/did help me study for the Praxis.

Some of the items were not clearly written.

The written guideline and procedures I received prior to the examination were clear and understandable.

The room chosen for the examination was conducive to take the exam.

The administration of the examination was satisfactory.

My knowledge could be assessed more adequately using another format.

0 1 2 3 4 5

Open-ended item #1:

What were the major strengths and/or features you liked about the comprehensive examination?

Responses:

I liked that it was all in one day. I liked that it made me stretch. I liked that I could remediate parts that were not solid.

The exam was broad enough that I felt like it covered all the information learned over the previous two and a half years. It was specific where it was necessary, but not to the extent that it seemed like it was finding minor details and asking us to recall them. The essay questions covered a variety of topics that I thought were most important to my clinical development.

Open-ended item #2:

What were the major weaknesses and/or questionable features about the comprehensive examination?


Responses:

Gang – it was really dis-heartening to find typos in the multiple choice section. It was frustrating to find the same question repeated, WHICH … makes you think like this: if I get it wrong once, will I get it wrong twice? And the fact that the font / size changes between questions made me feel like it was literally cut and paste work. Just a re-work to deal with these superficial things would REALLY help the image of that part of the test. The written part was fine.

The exam itself was very thorough and an accurate test of every class, lab, etc. The weakness was with the prep. Our clinical lab was supposed to prepare us and I felt like the sample questions and scenarios were not similar to what we saw on the test.

Open-ended item #3:

How could the comprehensive examination be improved?

Responses:

See 9. Comps are always going to be difficult, but they are surely a necessary part of it all. I’m good with it J

Following up from the previous question, I would have liked to see more realistic practice questions so I

could really feel like I was preparing properly.


Research Presentation Summary2012 – 2014 Capstone Research Project PresentationsRationale: Each Au.D. student must complete a directed research experience, which we call a “Capstone.” According to Crunkilton et al. (1997), the Capstone should incorporate problem-solving, decision-making, critical thinking, collaborative/professional relationships, oral communication, and written communication. Crunkilton et al. also state that the Capstone is a planned learning experience requiring students to synthesize previously learned subject matter content and to integrate new information into their knowledge base for solving real world problems and should serve to ease the transition between their academic experiences and entry into a career or further study. A written document and formal presentation to the department is required for completion. For satisfactory completion of the directed research experience, a minimum of 6 credit hours is required.

Since 2012, a total of 22 Au.D. students have presented their Capstone projects in a public forum held on campus. The topics of these presentations are as follows:

Class of 2012 Presentations (n=8) C.L. Mina Steele – Auditory Processing Deficits in Patients with Head Injuries Heather Benton – ECMO and Hearing Loss Mary Gunn Spragins – User-Friendliness of Early Hearing Detection and Intervention Parent

Education Materials Rebekah Talkington – Program Evaluation of Family Camp Dustin Richards – Noise Levels in Nightlife Venues with Live Music Christopher Engelkes – Clinical Experiences of Audiology Practitioners and Students with Hearing

Loss Tori Tedford – The Hearing Aid Effect in Young Adults Audra Jones – A Curriculum Analysis of Auditory-Oral Deaf Education Graduate Programs

Class of 2013 Presentations (n=5) Loni Briley - Using High Risk Factors to Predict Audiometric Profiles in Infants Jason Johnson - The Listening Advantage: Bone Conduction Headphones versus Earbud-Style

Earphones Zachary Ward - Auditory Brainstem Response Threshold Differences in Normal Listeners Using

Click Lyndsey Davis - Auditory Brainstem Response Threshold Differences in Normal Listeners Using

CE-Chirp Caitlin Garrett - Establishing ANL via a Scaling Technique

Class of 2014 Presentations (n=9) Stephanie Machen - Ranking the Phonetically-Balanced Kintergarten-50 Word Lists Based on

Item Difficulty Elyssa Doom - Employee and Shopper Opinions on Retail Store Music Levels Korrine Cook - Impact Noise: Can Hitting a Softball Damage Your Hearing? Charia Hall - Measuring Listening Time in an Elementary Classroom Sarah Kennett - Speech recognition results with electroacoustic hearing and its potential benefit

for individuals with ototoxic hearing loss—A Review


Carlos Minaya - Alphabet soup? ABR+ECoG=ECaRBs: The Atkins Potential Raven Brasseux - Does Threshold = Threshold: A Comparison of HEARLab and Pure Tone

Audiometry in Adults Erin Dawson - Smart Device Application for Acceptable Noise Level: A Validity Study Josh Spann - Hearing Solutions from a Mobile Device? App-solutely!


Dissemination of Research2014 Publications and PresentationsReport: Au.D. students are engaged in the dissemination of research through their required 6-credit hour Directed Research (Capstone) Experience. In the Spring of their 3rd year, they are required to give a public presentation of their research at the Au.D. Student Research Presentation event. Additionally, Au.D. students in all cohorts may also be involved in the dissemination of research directly or indirectly through publications and presentations via their Capstone, course participation, or participation in faculty member lab projects. In the Table below, items in bold reflect student authors or contributions by students made in Year 2014.

Publications Atcherson, S.R. & Moore, P.C. (2014). Are chirps better than clicks and tonebursts for evoked

middle latency responses? Journal of the American Academy of Audiology, 25, 1-8. [data collection and experiential learning approved by IRB during a course by students Heather Benton, Christopher Engelkes, Audra Jones, Dusty Richards, Mary Gunn Spragins, C.L. Mina Steele, Rebekah Talkington, Tori Tedford, and Melissa Robertson]

Cook, K.E. & Atcherson, S.R. (2014). Impulse noise: can hitting a softball harm your hearing? The Scientific World Journal: Otolaryngology. Volume 2014, Article ID 702723, 4 pages, doi:10.1155/2014/702723

Nicholson, N., Shapley, K., Martin, P., Talkington, R., Caraway, T. (2014). Trekking to the top - Learning to listen and talk: Changes in attitude and knowledge after a family camp intervention, Volta Review, 114(1), 57-75.

Nicholson, N., Atcherson, S., Martin, P., Spragins, M.G., Schlagenhauf, L. & Zraick, R. (submitted). Readability, user-friendliness and key content analysis of newborn hearing screening brochures. Submitted to Pediatrics.

Presentations Atcherson, S.R. (2014, August 13). (APP)lications for Audiologists. Invited webinar for

AudiologyOnline.com. [some contributions of Au.D. students are cited here, M. Joshua Spann and Jason Johnson]

Briley, L. (2014, April). Using High Risk Factors to Predict Audiometric Profiles in Infants, (UAMS IRB Protocol 202049). Audiology Capstone Research Presentations, IDW, UAMS. Little Rock, AR. [Nicholson, Directed Research Project Director].

Atcherson, S.R. (2014, March 10-12). Practicing in a Mobile World: Are there APP(lication)S for Audiology? Invited keynote presentation at the Joint Defense Veterans Audiology Conference (JDVAC), Las Vegas, CA [some contributions of Au.D. students are cited here, M. Joshua Spann and Jason Johnson]


Atcherson, S.R. (2014, October 9-10). Health Literacy and Communication Disorders. Invited presentation for South Dakota Speech-Language-Hearing Association convention, Sioux Falls, SD [some contributions of Au.D. students are cited here, M. Joshua Spann and Jason Johnson]

Atcherson, S.R. (2014, October 9-10). Mobile Apps for Audiology & Auditory Training. Invited presentation for South Dakota Speech-Language-Hearing Association convention, Sioux Falls, SD [some contributions of Au.D. students are cited here, specifically M. Joshua Spann and Jason Johnson]

Bailey, B., Martin, H., Tesh, J., Upponi, R., Zerbe, J., Jumper, D., Lieblong, S.,Richesin, S., Schlagenhauf, L., Atcherson, S., & Franklin, C. (2014). Comparison of Click CE-Chirp and LS-Chirp Stimuli in Middle Latency Response Recordings. Paper presented at the 26thAmerican Academy of Audiology Annual Conference, March 26-29, Orlando, FL. [data collection and experiential learning approved by IRB during a course]

Nicholson, N. & Atcherson, S.R. (May, 2014). Improving readability and usability of EHDI newborn hearing screening brochures. Invited Webinar Sponsored by the National Center for Hearing Assessment and Management, Logan, UT. Retrieved from http://www.infanthearing.org/resources_home/events/readability-webinar-may-2014.html and http://www.infanthearing.org/webinars/docs/readability-transcript.pdf on June 22, 2014. [some contributions of Au.D. students are cited here]

Nicholson, N., Martin, P., Atcherson, S., Schlagenhauf, L., & Zraick, R. (April, 2014). Readability and Usability of EHDI newborn hearing screening Brochures. National Early Hearing Detection and Intervention Conference, Jacksonville, FL.


http://www.infanthearing.org/webinars/docs/readability-transcript.pdf

http://www.infanthearing.org/resources_home/events/readability-webinar-may-2014.html

Pass Rate of National Praxis Examination2011 – 2014 Praxis Pass RatesReport: Although the Praxis Examination is not a requirement for graduation, it is a requirement for licensure in Arkansas and many other states. The Table below shows pass rate over the past four academic years, and the description below offers an explanation. It should be noted that students are encouraged to have copies of their scores submitted to the program. Pass rates less than 100% may reflect unknown results from students who have taken the Praxis after graduation and have not passed and/or have elected not to have copies of the report sent to the program.

2011-2012 2012-2013 2013-2014 Three-Year Average0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

100%

71%

89% 87%

National Examination Pass Rates

Up until the graduation class of 2011, we boasted a 100% pass rate on the national exam (Praxis). Two things happened that influenced the national average pass rate that dropped steadily from 85% in 2011 to 56% in the year ending 2013. The table above shows a similar trend in our program, as well as others around the nation. The first thing is that the Praxis for Audiology was revised significantly by the Educational Testing Services (ETS) with new questions and new content areas included. A second variable is that the way in which the scores were calculated changed so that instead of the passing score being 600, a passing score is now considered at 170. In addition, the format of the Praxis was changed to include more case-based, higher-order questions, and the exam moved from a paper and pencil format to a computer format. As a result of these changes, we experienced an 80% 1st time pass rate for the 2012 graduation cohort with a 100% pass rate with more than one attempt. For the 2013 graduating cohort, we experienced a 25% 1st time pass rate with a 71% overall pass rate to date (we are aware of one student who is taking the exam for the third time in attempt to pass). The 2014 graduating cohort has an 89% overall pass rate. The three-year running average pass rate is 87%.

As a result of this overall decrease in first time pass rate on the Praxis national exam, we implemented a number of changes. The first change was to recommend that students take the Praxis exam during their 3rd

year close to the time that they take comprehensive examinations instead of following completion of their


4th year externship. (Note: The recommendation to wait until the 4th year externship was a recommendation also made by the American Speech-Language-Hearing Association.) The second change was to implement individual Praxis planning and review sessions with students in the 2012 and 2013 cohorts who had not yet passed the examination. To date, 2 of these 3 students have been successful in passing the Praxis examination. The third change we implemented was to offer a ‘Praxis planning and review’ session with required attendance for 2nd, 3rd year students, and for 4th year students who had not yet passed the Praxis examination. The first of the group sessions was offered during the summer of 2014.

As a program, we experienced some growing pains that seem to have significantly impacted the 2013 graduating cohort. One of our faculty members accepted a position at another university in 2011, and we were short 1 faculty member during the 2010 – 2011 academic year. We used inexperienced adjunct faculty to teach key courses such as Amplification I and II to our students. We have since learned that the worst job that we can do as faculty members carrying significant overloads, is often better than the best job that an inexperienced adjunct faculty member can offer. This was a difficult lesson for us and had an adverse effect on the quality of education for students in the 2012 – 2013 cohort in particular. We have changed our practice in the use of adjunct professors and try to teach key courses in-house and to use adjuncts who have clinical experience and expertise in the area they are teaching.

As of July 1, 2014, we have regained our full audiology faculty with the hire of Dr. Naveen Nagaraj who comes to us with four years of prior university teaching and clinical experience and is already bringing to our curriculum a high level of quality. We expect that the students and the program will reap from his expertise and contributions.

The next three items included on the next few pages are collected every year, but reported on in Year 1 of the assessment cycle. They have been included in this document because they were turned in during the assessment cycle.


Diversity of Students Admitted

The total applicants for Year 2014 was 68; representing about twice as many applicants as for Years 2012 and 2014, and about one-third more than Year 2013. We have not been able to identify the variables contributing to the fluctuation in the number of applicant’s each year.

The gender ratio of male/female varies from year to year with an overall average of 12% male applicant’s. In the academic year 2014 – 2015, about 18% of the applicant pool was male. The majority of students are white (Caucasian) with about 1% African American, and 1% Hispanic. These numbers are fairly consistent over the past four years.

AUSP Au.D. Assessment Report for 2014

2011-2012 2012-2013 2013-2014 2014-2015American Indian or Alaska Native 0 2 1 0Asian 2 5 1 1African American 4 3 4 6Native Hawaiian or Pacific Islander 0 0 0 1White 32 38 31 602 or More Races 0 0 0 0International 0 0 0 0Not Answered 0 0 0 0

Total 38 48 37 68

Hispanic 0 3 2 3

18

Graduate Assistantships Awarded

Applicants to the program are invited to complete a graduate assistantship application if interested. Graduate Assistantships offered through the UALR Graduate School are awarded incoming students to help attract some of the most competitive prospective students. Students accepting graduate assistantships are eligible for in-state tuition in addition to their stipend.

Graduate Assistantships Awarded in Audiology (for Calendar Year 2014)

Number of Graduate Assistantships Awarded by Site

Source of Funding

Spring 2014 Summer 2014 Fall 2014Student Cohort Student Cohort Student Cohort

1st

Year2nd

Year3rd

Year2nd

Year3rd

Year1st

Year2nd

Year3rd

YearArkansas Children’s Hospital (ACH), Department of Audiology and Speech Pathology (5/semester)

2 2 1 2 2 2 2 2

Arkansas Department of Health (ADH), Infant Hearing Program (1/semester)

0 0 1 0 1 0 0 1

Children’s Hearing Services (CHS) (2.3/semester)

2 1 0 2 1 0 1 1

Dean’s Society Grants (.67/semester) 1 0 0 1 0 0 0Department of Audiology and Speech Pathology Special Project (.67/semester)

1 0 0 1 0 0

Leadership Education for Neurodevelopmental Disabilities (LEND) (1/semester)

0 1 0 0 0 0 2 0

Medical Research Endowment Grant (0/semester)

0 0 0 0 0 0 0 0

University of Arkansas at Little Rock (UALR), Graduate School (3.33/semester)

2 0 0 2 0 4 2 0

University of Arkansas for Medical Sciences (UAMS), Department of Otolaryngology Head/Neck Surgery (1/semester)

0 1 0 0 1 0 1 0

Veteran’s Administration (1.33/semester)

0 0 2 0 0 0 0 2

Subtotals 7 6 3 7 6 6 8 6Totals by Semester 15 students 13 students 22 students

See pie chart on the next page


Percent of Student Funding By Site

ACHADHCHSDSAUSPLENDMREUALRENTVA


Graduate Au.D. Course Evaluation (Appendix A)Each semester each instructor teaching in the Doctor of Audiology Program is evaluated through the College of Health Professions in the University of Arkansas for Medical Sciences. That scale ranges from 5 = Strongly Agree, 4 = Agree, 3 = Neither Agree nor Disagree, 2 = Disagree, and 1 = Strongly Disagree and 0 Not Applicable (Appendix B). The College of Health Professions personnel inform the chairman of Audiology and Speech Pathology if any graduate course evaluation falls below 4.0. When that happens, the chair talks with the instructor, a program is developed and implemented with the individual faculty member that will help improve the instructor’s teaching. For calendar year 2014, 14 didactic courses were included in the ratings. Mean ratings, standard deviation, and range are shown in the table below for Au.D. courses.

Mean Graduate Au.D. Course Evaluations (n=14)

Mean Percent SD Min Max Mean Rating1. Organization 0.91 0.14 0.58 1.00 4.532. Content 0.94 0.07 0.83 1.00 4.703. Objectives 0.94 0.06 0.83 1.00 4.724. Assignments 0.91 0.14 0.58 1.00 4.565. Fluent English 0.96 0.08 0.75 1.00 4.826. Preparation 0.93 0.14 0.50 1.00 4.637. Knowledgeable 0.99 0.04 0.88 1.00 4.938. Presentation 0.89 0.14 0.63 1.00 4.439. Atmosphere 0.90 0.14 0.63 1.00 4.4910. Grading 0.94 0.10 0.75 1.00 4.6811. Professionalism 0.95 0.08 0.75 1.00 4.73


Graduate Exit Survey (Appendix B)

The Graduate Exit Survey (Appendix B) was completed by 8 of 8 graduate students approximately 1 week prior to their graduation in May 2014. The Exit Survey used a 5 point scale with 5 indicating “Very Good” and 1 indicating “Poor”. Questions included items about Knowledge Base, Clinical Proficiency, Behavioral Skills, and Overall Ratings for quality of training as an Audiology Professional and Overall quality of the Doctor of Audiology Program. Results from 2014 are summarized in the table below.

Graduate Exit Survey (Appendix B)Academic Average Percent Mean SD

1A Knowledge 0.88 4.38 1.06

1B Patient Charts 0.83 4.13 0.99

1C Dx and Rx 0.78 3.88 1.25

1D Intervention 0.78 3.88 1.25

1E Clinical Judgment 0.85 4.25 1.04Clinical

2A Appropriate Clinical Skills 0.80 4.00 0.93

2B Accurate Dx Performance 0.85 4.25 1.04

2C Accurate Dx Interpretation 0.85 4.25 1.04

2D Appropriate Rx Intervention 0.85 4.25 1.04Behavioral

3A Communicate Effectively 0.80 4.00 0.93

3B Ethical and Professional 0.88 4.38 1.06

3C Time Management 0.80 4.00 0.93Overall

4A Audiology Professional 0.90 4.50 0.53

4C Doctor of Audiology Program 0.85 4.25 0.46

In addition to this survey, graduates participated in individual or group interviews in which they were asked “What went well, what didn’t go so well, and what can we do better?” Items were coded by topic (e.g., academic, clinical, Praxis, etc.) and are shown in the table below. This data is valuable and provides rich information to guide program improvement efforts.

2014 Graduate Exit Interviews for Audiology (N=8 responses)What went well, what didn’t go so well, what can we do better?

Academic Make Med Aud 2 classes – Fall Med Aud to follow Genetics? Recommend continuity of instructors

Academic Research and Evidence Based Practice Should be SwitchedAcademic Dr. Atcherson a strengthAcademic Research Methods before Evidence Based PracticeAcademic Electives – what happened to themAcademic Could have been more difficult, especially for adjuncts that do not teach on a regular basis

AcademicBetter Vestibular class; better anatomy dealing with the muscular issues; more head and neck; full body anatomy; proprioceptive system; can you differentiate between limp and proprioceptive problem, need hands on in clinic

Academic More guest lectures from subspecialties, occupational, physiological, toxicological,


pharmacology, intra-operative monitoring, ECochG, Mayo lectures are good, national conferences are good!

Academic As prepared as could be

AcademicGet rid of the intro genetics stuff, more emphasis on genetic disorders and how to differentiate from other medical issues – need more interprofessional experience with Med Aud

Affiliation Agreements

Discourage non-compete clause in affiliation agreements with sites for 4th Year Au.D. Externships

Clinical Had some holes in clinical education; would have liked more experience with different types of devices, levels of pricing, etc.

Clinical Don’t discourage student for going to sites that don’t have CCC’s

Clinical Why can’t we have 3 week set rotations through hospital, private practice, ent, pediatrics, etc. Set rotations -

Clinical Limited experience clinically with balance, no hands on experience at all

Clinical Increase clinic hours in the first 2 years; strengthen pediatric side – rotations through pediatric sites

Clinical Labs 2 ½ hours long, split up into smaller groups for 1st and 2nd year labs; recommend smaller lab classes

Clinical Labs Not organized or structured enough, not enough directionClinical Labs Requesting cerumen management hands on labCommunication Inform students in advance

Comps Got a low pass for writing in a paragraph versus letter format when told that format would not matter

Graduate Assistantships

Want more outside scholarships with tuition reimbursement, losing smart, talented people due to reimbursement

Instructor Safety Include specific clause in syllabus about whether or not lectures can be recorded, or can be recorded with permission

Organization Things get really unorganized regarding communication, make sure we are all on the same page

Organization Could use better organizationPraxis Did/has/is struggling with the Praxis; too much speech undergraduate material on itPraxis Recommend taking Praxis the 3rd yearPraxis Ran out of time to take the Praxis, wish she had been advised to take it around comps

Nine Month Post Graduation Survey (Appendix C)

N/A

Town Hall Meeting as Needed

N/A


Audiology Assessment Plan

The faculty of the Department of Audiology and Speech Pathology in the College of Health Related Professions at the University of Arkansas for Medical Sciences and the College of Professional Studies at the University of Arkansas at Little Rock reviewed its assessment plan for this year and decided to revise the existing plan for future assessment reports. One major change to the new plan was to go to a five year assessment cycle rather than a three year rotating assessment plan. Five areas for assessment were identified within the Department of Audiology and Speech Pathology and include: (a) overall program, (b) student clinical training, (c) program graduates, (d) professional community perception, and (e) consumers of clinical services. The Audiology program assessment plan includes changing the focus of assessment each year following a five-year cycle.

First Year Assessments (2012): The first year of the new five-year cycle involves gathering data related to the assessment of the overall Doctor of Audiology program. This assessment process included the following instruments: Diversity of Students Admitted, Graduate Assistantships Awarded, Graduate Course Evaluation (Appendix A), Graduate Exit Survey (Appendix B), Nine Month Post Graduation Survey (Appendix C), and Town Hall Meeting as Needed. Data collection with these tools will occur every year. These data will be used to evaluate overall program effectiveness by obtaining input from the primary consumer of our services, students. Results from these instruments will be used to guide decisions regarding program improvement.

Second Year Assessments (2013): During the second year of the five-year cycle, assessment efforts will focus on Audiology student clinical training. Clinical training for Audiology graduate students will be assessed with data obtained in the following areas: Diversity of Clients Served (adult and pediatric populations, variety of disorders, etc.) (Appendix D), Consumer Assessment of Clinical Services (6 questions; Appendix E), 1st Year Performance Based Evaluation (Appendix F), 2nd Year Performance Based Evaluation (Appendix G), Student Professionalism Evaluation (Appendix H), Practicum and Externship Student Evaluation (Appendix I), Practicum and Preceptor Evaluations (Appendix J), and Practicum and Externship Site Evaluations (Appendix K). These data will be collected every year and reported during the second year of the five-year cycle. This information will be used to assess how well the program is meeting the clinical needs of our Audiology graduate students. These data will be used to make quality improvement decisions about the graduate Audiology clinical training program.

Third Year Assessments (2014): During the third year of the five-year cycle assessment efforts will focus on assessment of professional preparation of our graduate Audiology students. Assessment will be conducted using the following performance measures: Student Scholarships and Awards, Audiology Knowledge and Skills Assessment(Appendix L), Grand Rounds Summary, Graduate Comprehensive Examination and Survey (Appendix M), Research Presentation Summary, Dissemination of Research, and Pass Rate on the National Audiology Praxis Examination. These data, collected each year, will be used as indices during the third year of the five-year cycle to monitor quality improvement efforts and to indicate how well the graduate Audiology program is meeting the needs of our students.

Fourth Assessment Year (2015): During the fourth year of the five-year cycle, professional community perception will be the focus. The professional community is the second largest


consumer of the primary target of our services, well-trained competent professionals. Tools to assess professional community perception include the following: Service Learning Participation Summary, Professional Community Survey (Appendix N), Focus Groups, Graduate Employer Survey (Appendix O), and US World News Report Program Ranking. The data collected from these assessment tools will inform the program about knowledge, attitudes, and beliefs about the Audiology graduate program and graduates of the program at the local, state and national levels.

Fifth Year Assessment (2016): During the fifth year of the five-year cycle the focus of assessment will be on the third major group of consumers, the consumers of clinical services. Consumers of clinical services will be assessed using the following information: Diversity of Referral Sources, Audiology Clinic Census, Consumer Evaluation of Clinical Services (13 questions; Appendix D), and Diversity of Services Provided (UALR Audiology Clinic) by Clinical Procedure Terminology (CPT) and International Statistical Classification of Diseases and Related Health Problems (ICD-10) Reports. The data collected from these measures will be used to assess the quality of services provided to clients in our clinic and will be used when making decisions regarding marketing and quality improvement initiatives.

Assessment tools are shown by objective, cycle and year on the following table.


Audiology and Speech Pathology Department Doctor of Audiology Program

Five-Year Assessment Plan (2012 - 2016)

Assessment Tool Objective(s) Cycle Year

Assessment of Overall Program 1 & 2 Year 1 2012Diversity of Students Admitted Graduate Assistantships AwardedGraduate Completion RateGraduate Course Evaluation (Appendix A)Graduate Exit Survey (Appendix B)Nine Month Post Graduation Survey (Appendix C)Town Hall Meeting as Needed

Assessment of Student Clinical Training 1, 2, & 4 Year 2 2013Diversity of Clients Served (Appendix D)Consumer Assessment of Clinical Services (6 questions; Appendix E)1st Year Performance Based Evaluation (Appendix F)2nd Year Performance Based Evaluation (Appendix G)Student Professionalism Evaluation (Appendix H)Practicum and Externship Student Evaluation (Appendix I)Practicum and Preceptor Evaluations (Appendix J)Practicum and Externship Site Evaluations (Appendix K)

Assessment of Graduate Students 1, 2, & 3 Year 3 2014Student Scholarships and AwardsAudiology Knowledge and Skills Assessment (Appendix L)Grand Rounds SummaryGraduate Comprehensive Examination and Survey (Appendix M)Research Presentation SummaryDissemination of ResearchPass Rate on National Praxis Examination

Assessment of Professional Community Perception 1 & 2 Year 4 2015Service Learning Participation SummaryProfessional Community Survey (Appendix N)Focus GroupsGraduate Employer Survey (Appendix O)US World News Report Program Ranking

Assessment of Consumers of Clinical Services 1 & 2 Year 5 2016Diversity of Referral SourcesAudiology Clinic CensusConsumer Evaluation of Clinical Services (13 questions; Appendix E)Diversity of Services Provided (UALR Audiology Clinic) CPT and ICD-10 Reports


Curriculum Assessment Map: Au.D. Degree Program Assessment

The four goals of the Doctor of Audiology program are listed at the top of the Curriculum Assessment Map in row 1. Knowledge and skills acquisition (KASA) outcome measures are listed in row 2.

Each of the courses in the Doctor of Audiology curriculum are listed vertically in column 1. The degree of emphasis and method is listed vertically in column 2. Columns 3-8 and rows 3-45 represent a matrix in which the degree of emphasis (extensive, somewhat, little, none) and method of assessment (exam, paper, project, other, not assessed) is indicated for each course and each of the KASA objectives (N=63) for sections A (N=29), B (N=6), C (N=11), D (N=7), E (N=3), and F (N=7).

Emphasis: Extensive Somewhat Little NoneAssessed: Exam Paper Project Other Not Assessed



Curriculum Map for Objectives A1-A6The goals of the Audiology Program include producing audiology graduates who will demonstrate the knowledge and skills necessary to:

a. Competently evaluate children and adults for hearing and/or balance disordersb. Provide appropriate intervention for children and adults with hearing and/or balance disordersc. Understand and evaluate research in the field of audiology and/or related areas, andd. Understand and apply the principles of ethical and professional conduct.

KASA Outcomes for Section A (1-29)Courses and Activities

How Outcomes are Addressed and Assessed

KASA OutcomesA1. Embryology and development of the auditory and vestibular systems, anatomy and physiology, neuroanatomy and neurophysiology, and pathophysiology

KASA OutcomesA2. Genetics and associated syndromes related to hearing and balance

KASA OutcomesA3. Normal aspects of auditory physiology and behavior over the life span

KASA OutcomesA4. Normal development of speech and language

KASA OutcomesA5. Language and speech characteristics and their development across the life span

KASA OutcomesA6. Phonologic, morphologic, syntactic, and pragmatic aspects of human communication associated with hearing impairment

AUSP 3360 Speech and Language Acquisition (or equivalent)

Emphasis:Assessed:

Not Assessed: Not Assessed: Not Assessed: ExtensiveExamProject

ExtensiveExamProject

Not Assessed:

AUSP 3350 Phonetics (or equivalent)

Emphasis:Assessed:

Not Assessed Not Assessed Not Assessed ExtensiveExamProject



AUD 5013 Research Methods

Emphasis:Assessed:

Not Assessed Not Assessed Not Assessed Not Assessed Not Assessed Not Assessed

AUD 5023 (7380)—Basic Diagnostic Audiology

Emphasis:Assessed:


AUD 5033 (7330)—Educational Audiology

Emphasis:Assessed:


AUD 5041 (7181)—Clinical Laboratory

Emphasis:Assessed:

ExtensiveExamPaperProjectOther






AUD 5043 (7331)—Anatomy and Physiology of the Auditory and Vestibular Systems I

Emphasis:Assessed:


Not Assessed ExtensiveExamPaperProjectOther

Not Assessed Not Assessed Not Assessed

AUD 5053 (7332)—Acoustics and Psychoacoustics

Emphasis:Assessed:

Not Assessed Not Assessed ExtensiveExamPaperProjectOther


AUD 5063 (7333)—Auditory Processing

Emphasis:Assessed:

Not Assessed Not Assessed Not Assessed Not Assessed ExtensiveExamPaperProjectOther

Not Assessed

AUD 5073 (7381)—Advanced Diagnostic Audiology

Emphasis:Assessed:


AUD 5083 (7382)—Clinical Electrophysiology

Emphasis:Assessed:


AUD 5103 (7383)—Medical Audiology

Emphasis:Assessed:



Not Assessed Not Assessed Not Assessed Not Assessed

AUD 5113 (7321)—Instrumentation in Audiology & Speech Pathology

Emphasis:Assessed:


AUD 5123 (7335)—Advanced Psychoacoustics

Emphasis:Assessed:


AUD 5132 (7222)—Speech Perception

Emphasis:Assessed:


AUD 5133 (7367)—Infant-Toddler Communication: Development-Assessment

Emphasis:Assessed:


AUD 5143 (7323)—Advanced Electrophysiology

Emphasis:Assessed:

Not Assessed Not Assessed ExtensiveExamPaperProject







KASA OutcomesA7. Effects of hearing loss on communication and educational, vocational, social, and psychological functioning

KASA OutcomesA8. Effects of pharmacologic and teratogenic agents on the auditory and vestibular systems

KASA OutcomesA9. Patient characteristics (e.g., age, demographics, cultural and linguistic diversity, medical history and status, cognitive status, and physical and sensory abilities) and how they relate to clinical services

KASA OutcomesA10. Pathologies related to hearing and balance and their medical diagnosis and treatment

KASA OutcomesA11. Principles, methods, and applications of psychometrics

KASA OutcomesA12. Principles, methods, and applications of psychoacoustics


Emphasis:Assessed:

Not Assessed: Not Assessed: Not Assessed: Not Assessed Not Assessed Not Assessed


Emphasis:Assessed:



Emphasis:Assessed:


Not Assessed


Emphasis:Assessed:



Not Assessed Not Assessed


Emphasis:Assessed:


Not Assessed Not Assessed Not Assessed Not Assessed Not Assessed


Emphasis:Assessed:








Emphasis:Assessed:



Emphasis:Assessed:

Not Assessed Not Assessed Not Assessed Not Assessed Not Assessed ExtensiveExamPaperProjectOther


Emphasis:Assessed:




Emphasis:Assessed:



Emphasis:Assessed:






Emphasis:Assessed:






Emphasis:Assessed:


AUD 5123 (7335)—Advanced

Emphasis:Assessed:







KASA OutcomesA13. Instrumentation and bioelectrical hazards

KASA OutcomesA14. Physical characteristics and measurement of electric and other nonacoustic stimuli

KASA OutcomesA15. Assistive technology

KASA OutcomesA16. Effects of cultural diversity and family systems on professional practice

KASA OutcomesA17. American Sign Language and other visual communication systems

KASA OutcomesA18. Principles and practices of research, including experimental design, statistical methods, and application to clinical populations


Emphasis:Assessed:



Emphasis:Assessed:



Emphasis:Assessed:



Emphasis:Assessed:



Emphasis:Assessed:




Not Assessed


Emphasis:Assessed:








Emphasis:Assessed:



Emphasis:Assessed:



Emphasis:Assessed:



Emphasis:Assessed:



Emphasis:Assessed:





Emphasis:Assessed:



Emphasis:Assessed:




Emphasis:Assessed:



Emphasis:Assessed:



Emphasis:Assessed:



Emphasis:Assessed:




AUD 5152 (7261)— Emphasis: Not Assessed Not Assessed Not Assessed Not Assessed Not Assessed Not Assessed



a. Competently evaluate children and adults for hearing and/or balance disordersb. Provide appropriate intervention for children and adults with hearing and/or balance disordersc. Understand and evaluate research in the field of audiology and/or related areas, and

Understand and apply the principles of ethical and professional conduct.



KASA OutcomesA19. Legal and ethical practices (e.g., standards for professional conduct, patient rights, credentialing, and legislative and regulatory mandates)

KASA OutcomesA20. Health care and educational delivery systems

KASA OutcomesA21. Universal precautions and infectious/contagious diseases

KASA OutcomesA22. Oral and written forms of communication

KASA OutcomesA23. Principles, methods, and applications of acoustics (e.g., basic parameters of sound, principles of acoustics as related to speech sounds, sound/noise measurement and analysis, and calibration of audiometric equipment), as applicable to: a. occupational and industrial environments, b. community noise, c. classroom and other educational environments, and d. workplace environments

KASA OutcomesA24. The use of instrumentation according to manufacturer's specifications and recommendations


Emphasis:Assessed:



Emphasis:Assessed:



Emphasis:Assessed:


Not Assessed


Emphasis:Assessed:




Emphasis:Assessed:





Emphasis:Assessed:








Emphasis:Assessed:


Not Assessed


Emphasis:Assessed:


Not Assessed


Emphasis:Assessed:


Not Assessed Project


Not Assessed


Emphasis:Assessed:


Not Assessed


Emphasis:Assessed:

Not Assessed Not Assessed Not Assessed Not Assessed ExtensiveExamPaper

ExtensiveExamPaper






KASA OutcomesA25. Determining whether instrumentation is in calibration according to accepted standards

KASA OutcomesA26. Principles and applications of counseling

KASA OutcomesA27. Use of interpreters and translators for both spoken and visual communication

KASA OutcomesA28. Management and business practices, including but not limited to cost analysis, budgeting, coding and reimbursement and patient management

KASA OutcomesA29. Consultation with professionals in related and/or allied service areas

KASA Outcomes


Emphasis:Assessed:

Not Assessed: Not Assessed: Not Assessed: Not Assessed Not Assessed


Emphasis:Assessed:



Emphasis:Assessed:



Emphasis:Assessed:




Emphasis:Assessed:





Emphasis:Assessed:



Emphasis:Assessed:



Emphasis:Assessed:



Emphasis:Assessed:



Emphasis:Assessed:



Emphasis:Assessed:




Emphasis:Assessed:



Emphasis:Assessed:




Emphasis:Assessed:



Emphasis:Assessed:



Emphasis:Assessed:



Emphasis:Assessed:

ExtensiveExamPaper



Curriculum Map for Objectives B1 – B6The goals of the Audiology Program include producing audiology graduates who will demonstrate the knowledge and skills necessary to:


KASA Outcomes for Section B (1-6)Courses and Activities


KASA OutcomesB1. Implement activities that prevent and identify dysfunction in hearing and communication, balance, and other auditory-related systems

KASA OutcomesB2. Promote hearing wellness, as well as the prevention of hearing loss and protection of hearing function by designing, implementing, and coordinating universal newborn hearing screening, school screening, community hearing, and occupational conservation and identification programs

KASA OutcomesB3. Screen individuals for hearing impairment and disability/handicap using clinically appropriate, culturally sensitive, and age- and site-specific screening measures

KASA Outcomes4. Screen individuals for speech and language impairments and other factors affecting communication function using clinically appropriate, culturally sensitive, and age- and site-specific screening measures

KASA OutcomesB5. Educate individuals on potential causes and effects of vestibular loss

KASA Outcomes6. Identify individuals at risk for balance problems and falls who require further vestibular assessment and/or treatment or referral for other professional services


Emphasis:Assessed:



Emphasis:Assessed:



Emphasis:Assessed:


Not Assessed


Emphasis:Assessed:




Emphasis:Assessed:





Emphasis:Assessed:








Emphasis:Assessed:



Emphasis:Assessed:



Emphasis:Assessed:





Emphasis:Assessed:



Emphasis:Assessed:



Emphasis:Assessed:



Not Assessed


Emphasis:Assessed:




Curriculum Map for Objectives C1 – C6The goals of the Audiology Program include producing audiology graduates who will demonstrate the knowledge and skills necessary to:


KASA Outcomes for Section C (1-11)Courses and Activities


KASA OutcomesC1. Measuring and interpreting sensory and motor evoked potentials, electromyography, and other electrodiagnostic tests for purposes of neurophysiologic intraoperative monitoring and cranial nerve assessment

KASA OutcomesC2. Assessing individuals with suspected disorders of hearing, communication, balance, and related systems

KASA OutcomesC3. Evaluating information from appropriate sources and obtaining a case history to facilitate assessment planning

KASA OutcomesC4. Performing otoscopy for appropriate audiological assessment/management decisions, determining the need for cerumen removal, and providing a basis for medical referral

KASA OutcomesC5. Conducting and interpreting behavioral and/or electrophysiologic methods to assess hearing thresholds and auditory neural function

KASA OutcomesC6. Conducting and interpreting behavioral and/or electrophysiologic methods to assess balance and related systems


Emphasis:Assessed:



Emphasis:Assessed:



Emphasis:Assessed:

Not Assessed Not Assessed Not Assessed Not Assessed ExtensiveExamPaperProject

Not Assessed


Emphasis:Assessed:





Not Assessed


Emphasis:Assessed:



Not Assessed


Emphasis:Assessed:








Emphasis:Assessed:

Not Assessed Not Assessed: Not Assessed Not Assessed Not Assessed Not Assessed


Emphasis:Assessed:



Emphasis:Assessed:



Not Assessed


Emphasis:Assessed:




Emphasis:Assessed:






Emphasis:Assessed:





Emphasis:Assessed:



Emphasis:Assessed:



Emphasis:Assessed:



Curriculum Map for Objectives C7– C11The goals of the Audiology Program include producing audiology graduates who will demonstrate the knowledge and skills necessary to:


KASA Outcomes for Section C (1-11)Courses and Activities


KASA OutcomesC7. Conducting and interpreting otoacoustic emissions and acoustic immitance (reflexes)

KASA OutcomesC8. Evaluating auditory-related processing disorders

KASA OutcomesC9. Evaluating functional use of hearing

KASA OutcomesC10. Preparing a report, including interpreting data, summarizing findings, generating recommendations, and developing an audiologic treatment/management plan

KASA OutcomesC11. Referring to other professions, agencies, and/or consumer organizations

KASA Outcomes


Emphasis:Assessed:

Not Assessed: Not Assessed: Not Assessed: Not Assessed Not Assessed


Emphasis:Assessed:



Emphasis:Assessed:



Emphasis:Assessed:




Not Assessed


Emphasis:Assessed:







Emphasis:Assessed:







Emphasis:Assessed:



Emphasis:Assessed:



Emphasis:Assessed:






Emphasis:Assessed:



Emphasis:Assessed:

Not Assessed Not Assessed Not Assessed ExtensiveExamPaperProjectOther



Emphasis:Assessed:




Emphasis:Assessed:



Emphasis:Assessed:



Emphasis:Assessed:



Emphasis:Assessed:


AUD 5143 (7323)— Emphasis: Extensive Extensive


Curriculum Map for Objectives D1, D2a-d, D3The goals of the Audiology Program include producing audiology graduates who will demonstrate the knowledge and skills necessary to:


KASA Outcomes for Section D (1-7)Courses and Activities


KASA OutcomesD1. The provision of intervention services (treatment) to individuals with hearing loss, balance disorders, and other auditory dysfunction that compromises receptive and expressive communication

KASA OutcomesD2. Development of a culturally appropriate, audiologic rehabilitative management plan that includes, when appropriate, the following:a. Evaluation, selection, verification, validation, and dispensing of hearing aids, sensory aids, hearing assistive devices, alerting systems, and captioning devices, and educating the consumer and family/caregivers in the use of and adjustment to such technology

KASA OutcomesD2. Development of a culturally appropriate, audiologic rehabilitative management plan that includes, when appropriate, the following:b. Determination of candidacy of persons with hearing loss for cochlear implants and other implantable sensory devices and provision of fitting, mapping, and audiologic rehabilitation to optimize device use

KASA OutcomesD2. Development of a culturally appropriate, audiologic rehabilitative management plan that includes, when appropriate, the following:c. Counseling relating to psychosocial aspects of hearing loss and other auditory dysfunction, and processes to enhance communication competence

KASA OutcomesD2. Development of a culturally appropriate, audiologic rehabilitative management plan that includes, when appropriate, the following:d. Provision of comprehensive audiologic treatment for persons with hearing loss or other auditory dysfunction, including but not exclusive to communication strategies, auditory training, speech reading, and visual communication systems

KASA OutcomesD3. Determination of candidacy for vestibular and balance rehabilitation therapy to persons with vestibular and balance impairments


Emphasis:Assessed:



Emphasis:Assessed:



Emphasis:Assessed:



Emphasis:Assessed:



Emphasis:Assessed:





Not Assessed


Emphasis:Assessed:








Emphasis:Assessed:



Emphasis:Assessed:



Emphasis:Assessed:



Not Assessed


Emphasis:Assessed:



Emphasis:Assessed:



Emphasis:Assessed:


AUD 5113 (7321)—Instrumentation in Audiology & Speech

Emphasis:Assessed:



Curriculum Map for Objectives D4-D7The goals of the Audiology Program include producing audiology graduates who will demonstrate the knowledge and skills necessary to:

a. Competently evaluate children and adults for hearing and/or balance disordersb. Provide appropriate intervention for children and adults with hearing and/or balance disordersc. Understand and evaluate research in the field of audiology and/or related areas, and

Understand and apply the principles of ethical and professional conduct.

KASA Outcomes for Section D (1-7)Courses and Activities


KASA OutcomesD4. Treatment and audiologic management of tinnitus

KASA OutcomesD5. Provision of treatment services for infants and children with hearing loss; collaboration/consultation with early interventionists, school based professionals, and other service providers regarding development of intervention plans (i.e., individualized education programs and/or individualized family service plans)

KASA OutcomesD6. Management of the selection, purchase, installation, and evaluation of large-area amplification systems

KASA OutcomesD7. Evaluation of the efficacy of intervention (treatment) services

KASA Outcomes KASA Outcomes


Emphasis:Assessed:

Not Assessed: Not Assessed: Not Assessed: Not Assessed


Emphasis:Assessed:



Emphasis:Assessed:



Emphasis:Assessed:



Emphasis:Assessed:





Emphasis:Assessed:






Emphasis:Assessed:



Emphasis:Assessed:



Emphasis:Assessed:




Emphasis:Assessed:



Emphasis:Assessed:



Emphasis:Assessed:




Emphasis:Assessed:


AUD 5123 (7335)— Emphasis: Not Assessed Not Assessed Not Assessed Not Assessed


Curriculum Map for Objectives E1 – E3The goals of the Audiology Program include producing audiology graduates who will demonstrate the knowledge and skills necessary to:


KASA Outcomes for Section E (1-3)Courses and Activities


KASA OutcomesE1. Educating and advocating for communication needs of all individuals that may include advocating for the programmatic needs, rights, and funding of services for those with hearing loss, other auditory dysfunction, or vestibular disorders

KASA OutcomesE2. Consulting about accessibility for persons with hearing loss and other auditory dysfunction in public and private buildings, programs, and services

KASA OutcomesE3. Identifying underserved populations and promoting access to care

KASA Outcomes KASA Outcomes KASA Outcomes


Emphasis:Assessed:

Not Assessed: Not Assessed: Not Assessed:


Emphasis:Assessed:



Emphasis:Assessed:



Emphasis:Assessed:



Emphasis:Assessed:




Emphasis:Assessed:





Emphasis:Assessed:



Emphasis:Assessed:



Emphasis:Assessed:



Emphasis:Assessed:



Emphasis:Assessed:



Emphasis:Assessed:



Emphasis:Assessed:



Emphasis:Assessed:



Emphasis:Assessed:



Emphasis:Assessed:



Emphasis:Assessed:


AUD 5152 (7261)— Emphasis: Not Assessed Not Assessed Not Assessed


Curriculum Map for Objectives F1 – F6The goals of the Audiology Program include producing audiology graduates who will demonstrate the knowledge and skills necessary to:


KASA Outcomes for Section F (1-6)Courses and Activities


KASA OutcomesF1. Measuring functional outcomes, consumer satisfaction, efficacy, effectiveness, and efficiency of practices and programs to maintain and improve the quality of audiologic services

KASA OutcomesF2. Applying research findings in the provision of patient care (evidence-based practice)

KASA OutcomesF3. Critically evaluating and appropriately implementing new techniques and technologies supported by research-based evidence

KASA OutcomesF4. Administering clinical programs and providing supervision of professionals as well as support personnel

KASA OutcomesF5. Identifying internal programmatic needs and developing new programs

KASA OutcomesF6. Maintaining or establishing links with external programs, including but not limited to education programs, government programs, and philanthropic agencies


Emphasis:Assessed:



Emphasis:Assessed:



Emphasis:Assessed:



Emphasis:Assessed:



Emphasis:Assessed:



Emphasis:Assessed:








Emphasis:Assessed:



Emphasis:Assessed:



Emphasis:Assessed:



Emphasis:Assessed:



Emphasis:Assessed:



Emphasis:Assessed:



Emphasis:Assessed:



Emphasis:Assessed:



Emphasis:Assessed:



Emphasis:Assessed:



Emphasis:Assessed:


AUD 5152 (7261)—Organization and Administration

Emphasis:Assessed:


AUD 5153 (7334)—Pediatric Audiology

Emphasis:Assessed:



APPENDIX A

AU.D. GRADUATE COURSE EVALUATION

Section 1 FormInstructor Last Name:Instructor First Name:Course ## StudentsCourse NameSemester

College of Health Related ProfessionsStudent Evaluation of InstructionInstructor:Course #:Course Name:

Please mark your answers in the bubbles on the right using the scale shown.

NA = Not Applicable/No OpinionThis 5 = Strongly AgreeNot this 4 = Agree

3 = Neither Agree Nor Disagree2 = Disagree1 = Strongly Disagree

1 2 3 4 5Speaks Audibly and Clearly O O O O O

Fluent in English O O O O O

Organizes Presentations O O O O O

Lectures Cover Objectives/Goals O O O O O

Discusses Current Developments O O O O O

Stimulates Thinking and Discussion O O O O O

Keeps Scheduled Appointments O O O O O

Treats Students with Respect O O O O O

Demonstrates Enthusiasm O O O O O

Tests Cover Course Objectives O O O O O

After you have marked your answers, give this sheet to the Proctor face down. PLEASE DO NOT FOLD


APPENDIX B

GRADUATE EXIT SURVEYUniversity of Arkansas at Little Rock/

University of Arkansas for Medical SciencesDepartment of Audiology and Speech Pathology

The primary goal of the UALR/UAMS Audiology Program is to prepare our students to function as professional audiologists. This survey is designed to help the Audiology Program faculty determine the strengths and weaknesses of the program. All data will be kept confidential and will be used for program evaluation purposes only.

BACKGROUND INFORMATION:Name: ________________________ Address: _______________________________Phone Number: ______________________ Email address: ______________________ If you have a job then please fill out the following:Employer: ________________________________Employer’s State: _______________City: __________________ Zip:______________

Consider each item separately and rate each item independently of all others. Circle the rating that indicates the extent to which you agree with each statement. Please do not skip any rating. If you do not know about a particular area, please circle NA.5 = Strongly Agree 4 = Generally Agree 3 = Neutral (acceptable) 2 = Generally Disagree 1 = Strongly Disagree NA = not applicable.

I. KNOWLEDGE BASEThe Program:A. Helped me acquire the knowledge necessary

to function in my externship setting 5 4 3 2 1 NA

B. Prepared me to identify and interpret pertinentdata from patient charts/records. 5 4 3 2 1 NA

C. Prepared me to identify and interpret pertinentdiagnostic and prognostic data 5 4 3 2 1 NA

D. Helped me to acquire the knowledge necessary torecommend and conduct appropriate intervention

5 4 3 2 1 NA

E. Trained me to use sound clinical judgment whilefunctioning in my externship setting. 5 4 3 2 1 NA

II. CLINICAL PROFICIENCY The Program:A. Prepared me to perform the clinical skills appropriate

for my level of training 5 4 3 2 1 NA

B. Prepared me to perform accurate patient assessments. 5 4 3 2 1 NA


C. Prepared me to perform and interpret diagnosticprocedures. 5 4 3 2 1 NA

D. Prepared me to perform appropriate intervention 5 4 3 2 1 NA

III. BEHAVIORAL SKILLS (Affective Domain)The Program:A. Prepared me to communicate effectively in the

externship setting. 5 4 3 2 1 NA

B. Prepared me to conduct myself in an ethicaland professional manner. 5 4 3 2 1 NA

C. Taught me to manage my time efficiently whilefunctioning in the externship setting. 5 4 3 2 1 NA

IV. ADDITIONAL COMMENTSOVERALL RATING:

Please rate the OVERALL quality of your preparation as an audiology professional: (please circle one)

5 = very good 4 = good 3 = fair 2 = not good 1 = poor

Please rate the OVERALL quality of the Doctor of Audiology Program:(please circle one)


Comments:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Please provide comments and suggestions that would help to better prepare future graduates.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

THANK YOU! DATE:__________

Graduate Exit Audiology Survey May 2011


APPENDIX C

NINE MONTH POST GRADUATION SURVEY

GRADUATE SURVEYUniversity of Arkansas at Little Rock/

University of Arkansas for Medical SciencesDepartment of Audiology and Speech Pathology

The primary goal of the UALR/UAMS Audiology Program is to prepare our students to function as professional audiologists. This survey is designed to help the Audiology Program faculty determine the strengths and weaknesses of the program. All data will be kept confidential and will be used for program evaluation purposes only.

BACKGROUND INFORMATION:Name: ________________________ Address: _______________________________Phone Number: ______________________ Email address: ______________________ If you have a job then please fill out the following:Employer: _______________________________ Employer’s State:____________ City: _____________Zip:_____________Length of employment at time of evaluation:__________________________________

Consider each item separately and rate each item independently of all others. Circle the rating that indicates the extent to which you agree with each statement. Please do not skip any rating. If you do not know about a particular area, please circle NA.5 = Strongly Agree 4 = Generally Agree 3 = Neutral (acceptable) 2 = Generally Disagree 1 = Strongly Disagree NA = not applicable.

I. KNOWLEDGE BASEThe Program:A. Helped me acquire the knowledge necessary

to function in my work setting 5 4 3 2 1 NA

B. Prepared me to identify and interpret pertinentdata from patient charts/records. 5 4 3 2 1 NA

C. Prepared me to identify and interpret pertinentdiagnostic and prognostic data 5 4 3 2 1 NA

D. Helped me to acquire the knowledge necessary torecommend and conduct appropriate intervention

5 4 3 2 1 NA

E. Trained me to use sound clinical judgment whilefunctioning in this work setting. 5 4 3 2 1 NA

II. CLINICAL PROFICIENCY The Program:A. Prepared me to perform the clinical skills appropriate


for my level of training 5 4 3 2 1 NA

B. Prepared me to perform accurate patient assessments. 5 4 3 2 1 NA

C. Prepared me to perform and interpret diagnosticprocedures. 5 4 3 2 1 NA

D. Prepared me to perform appropriate intervention 5 4 3 2 1 NA

III. BEHAVIORAL SKILLS (Affective Domain)The Program:A. Prepared me to communicate effectively in the

work setting. 5 4 3 2 1 NA

B. Prepared me to conduct myself in an ethicaland professional manner. 5 4 3 2 1 NA

C. Taught me to manage my time efficiently whilefunctioning in the work setting. 5 4 3 2 1 NA

IV. ADDITIONAL COMMENTSOVERALL RATING:

Please rate the OVERALL quality of your preparation as an audiology professional: (please circle one)


Please rate the OVERALL quality of the Doctor of Audiology Program:(please circle one)


Comments:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Were you employed six months ago in the professional discipline for which you received you education at UAMS?

Yes / No (circle one)

Are you currently employed in the professional discipline for which you received your education at UAMS?

Yes / No (circle one)

Based on your work experience, please identify two or three strengths of the program.


________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Based on your work experience, please make two or three suggestions to further strengthen the program.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

What qualities/skills were expected of you upon your employment that were not included in the program?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Please provide comments and suggestions that would help to better prepare future graduates.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

THANK YOU! DATE:__________

Post Graduate Survey 2012


APPENDIX D

DIVERSITY CHECKLIST

Diversity ChecklistUALR/UAMS

Department of Audiology & Speech PathologyAudiology Graduate Program

Directions: As you interact with your clients, keep track of the various sources of diversity you encounter as you perceive them (Refer to ASHA, 2004. Knowledge and Skills Needed by Speech-Language Pathologists and Audiologists to Provide Culturally and Linguistically Appropriate Services [Knowledge and Skills]. Available from www.asha.org/policy). At the end of each term, write the location where you encountered sources of diversity and the date you filled in this form. You only need to mark one encounter per diversity source. Feel free to add any comments.

Demographic Category Fall, Year 1Date__________

Spring, Year 1Date__________

Location Location

Ethnicity

European-American

African- American

Native- American

Hispanic-American

Asian- American

Other

Nationality

American Citizen

Other

Additional

SES

Religion

Sexual orientation

Educational background

Mental/physical disability

Comments:


http://www.asha.org/policy

Demographic Category Summer, Year 2Date__________

Fall, Year 2Date__________


Location Location Location

Ethnicity

European-American

African- American

Native- American

Hispanic-American

Asian- American

Other

Nationality

American Citizen

Other

Additional

SES

Religion

Sexual orientation



Comments:






Ethnicity

European-American

African- American

Native- American

Hispanic-American

Asian- American

Other

Nationality

American Citizen

Other

Additional

SES

Religion

Sexual orientation



Comments:


APPENDIX E

CONSUMER EVALUATION OF CLINICAL SERVICES

UALR/UAMS Speech-Language and Hearing Clinic2801 South University, Little Rock, AR 72204

501-569-3155 Phone 501-569-3157 Fax

EVALUATION OF CLINICAL SERVICES

CLIENT’S NAME:_________________________________ DOB:_______________________CLINICIAN: _______________________________ SUPERVISOR: _____________________DATE: ____________

5 = Excellent 4 = High Average 3 = Average 2 = Low Average 1 = Poor 0 - Does Not Apply

1. Prompt and accurate attention to request for information or appointment scheduling following you first contact with the facility

5 4 3 2 1 0

2. Efficient and prompt forwarding of reports 5 4 3 2 1 0

3. Courteous treatment by all clinic personnel 5 4 3 2 1 0

4. Special problems noted and assistance provided 5 4 3 2 1 0

5. Considerate answers to all questions 5 4 3 2 1 0

6. Appointments begun at scheduled time 5 4 3 2 1 0

7. Instruction in how to manage the communicationproblem outside this clinic 5 4 3 2 1 0

8. Clear communication of the results of theevaluation and/or therapy 5 4 3 2 1 0

9. Referral to appropriate service facilities ifnecessary 5 4 3 2 1 0

10. Clear statement of recommendation 5 4 3 2 1 0

11. Clear statement of how recommendations areto be implemented 5 4 3 2 1 0

12. Opportunity to ask questions after an evaluationor therapy 5 4 3 2 1 0

13. Performance of services at the Speech& Hearing Clinic 5 4 3 2 1 0


14. Student clinician conducts himself/herself in a professional manner 5 4 3 2 1 0

15. Level of confidence instilled in you by your student clinician 5 4 3 2 1 0

16. Professional appearance of student clinician 5 4 3 2 1 0

17. Conferences held away from the presence of nonprofessional personnel 5 4 3 2 1 0

18. Overall acceptability of services received at theSpeech and Hearing Clinic 5 4 3 2 1 0

COMMENTS:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


APPENDIX F

1st Year AU.D. PERFORMANCE BASED EVALUATION

OTOSCOPY AND IMMITTANCE BATTERY CLINICAL PERFORMANCE BASED EXAMINATION GRADING RUBRIC

Student: Date: Grade: Pass / Fail Examiner :

Skill (A21, C4, C5, C6, C7) (Circle) CommentsSafe care & handling of standard otoscope; Avoids damaging lens (A13, C4)

Pass Pass withComment

Fail

Braces hand for safe, standard otoscopy in each ear Pass Pass with Comment

Fail

Adherence to universal precautions at all times (A21)

Pass Pass with Comment

Fail

Maintains patient comfort (Pt does not wince; hair is moved only as much as necessary)


Fail

Otoscopy results interpreted and explained accurately and clearly to pt (A26), e.g. Informs pt of cerumen status Avoids making medical diagnostic statements or

overgeneralizations


Fail

Accurate description of ear (B1) Characteristics of pinna; ear canal shape, size, bends,

abnormalities Amount & consistency of cerumen Tympanic membrane landmarks


Fail

Efficient set-up of equipment for diagnostic tympanogram, ipsilateral & contralateral AR thresholds, & AR decay (A24)


Fail

Instructions to patient re: set-up & initial expectations (e.g. hear tone; feel pressure; no need to respond; be still; do not talk; potential loudness; Does not say “it won’t hurt,” “stick it in your ear,” or “probe”)


Fail

Selection and insertion of correct size probe tip to obtain & maintain hermetic seal


Fail

Troubleshooting for leak or occlusion if unable to obtain or maintain seal


Fail

Judges presence/absence or AR accurately; Identifies ART efficiently (identifies good morphology & repeatability w/o too many presentations; observes pt for swallowing or other movements); Uses logical order of testing ipsi & contra AR’s for each ear (Avoids moving headset repeatedly & reestablishing hermetic seal more times than necessary)


Fail

Determines accurate SL, appropriate frequency and safe intensity level for AR decay testing


Fail

Instructions to patient re: potential loudness, but at a safe level for correct time duration


Fail

Recognition of AR thresholds & identification of AR Decay


Fail

Enters all immittance results accurately and completely on form (C10)


Fail

Results interpreted and explained accurately to pt without jargon or medical diagnosis (C10)


Fail


BASIC DIAGNOSTICS CLINICAL PERFORMANCE BASED EXAMINATION GRADING RUBRIC


Skill (A21, C4, C5, C6, C7) (Circle) CommentsAdherence to universal precautions at all times for OAEs & Audiometry (A21)


Fail

Selection of test parameters for diagnostic DPOAE (C2) Pass Pass with Comment

Fail

Instructions to patient re: OAE expectations and being still; Avoid jargon


Fail

Selection, use & troubleshooting of OAE probe tip to maintain seal and reduce noise & occlusion


Fail

Efficiently conducts OAE test (within three minutes per ear)


Fail

Judgment of presence or absence of DPOAEs; Repeats if OAEs not completely normal & robust


Fail

DPOAE results interpreted and explained accurately to pt, Avoid jargon (A26, C10)


Fail

Audiometer set-up for AC thresholds, unmasked BC, SRT with MLV, Recorded Word Recognition speech audiometry (A13, A24)


Fail

Appropriate use of Talk-Over mic for instructions & feedback (Talk-Over not used for testing)


Fail

Patient instructions for unmasked PT audiometry Accuracy; Clarity; Efficiency; Avoid jargon


Fail

Insert earphone use Appropriate size selection; Correct insertion


Fail

Accuracy of PTA calculation for 3-Freq & Fletcher PTA; Agreement of PTA & SRT within 5 dB HL


Fail

Correct frequencies tested Air conduction (0.25. 0.5, 1, 2, 3, 4, 6, 8 KHz) Bone conduction (0.5, 1, 2, 3, 4 KHz)


Fail

Positioning of BC oscillator on mastoid process, not touching pinna; Headband in comfortable spot


Fail

Thresholds entered accurately and completely on audiogram for unmasked AC a BC


Fail

Accuracy, clarity & efficiency of pt instructions for SRT and word recognition; Avoid jargon


Fail

Appropriate use of VU meter and test microphone control for Monitored Live Voice (MLV) testing


Fail

Starts SRT testing >20 dB SL re: 1K threshold, but not above conversational comfort level for pt


Fail

Accuracy of SRTs (lowest level pt recognizes 50% words with 2 ascending sampling series)


Fail

Appropriate rationale for word recognition testing HL selected (dB SL, MCL, conversational level)


Fail

Correct calculation of word recognition score Pass Pass withComment

Fail

Results interpreted and explained accurately and clearly to pt; Avoid jargon (A26, C10)


Fail

Total = 38

Grading


APPENDIX G

2nd Year AU.D. PERFORMANCE BASED EVALUATION

HEARING AID CHECK & ELECTROACOUSTIC ANALYSIS PERFORMANCE BASED EXAMINATION GRADING RUBRIC


Skill (A13, A24, D2) (Circle) CommentsAdherence to universal precautions before, during & after HA check (A21)

Pass Pass with Commen

t

Fail

Visual examination & description Earhook filtered v. unfiltered Battery placement Battery compartment Receiver and microphone Damage to casing, EM, tubing


t

Fail

Listening check Proper coupling to stethoset Manipulation of controls and casing Check of programs, settings, directional mic


t

Fail

Correct programming connection, coupling and positioning of instrument for EAA


t

Fail

Selection of appropriate ANSI standard Pass Pass with Commen

t

Fail

Proper selection of EAA options Aid type, R/L Ear Input levels, Input/Output frequencies


t

Fail

EAA at user settings measured & documented (pt name, date, ear, aid model, serial #, type of settings)


t

Fail

Correct interpretation of EAA at user settings re: pt’s hearing & amplification needs


t

Fail

Adjust HA to test settings Full-on settings Maximum volume control Reference test gain


t

Fail

Correct interpretation of results using ANSI tolerances for manufacturer’s specifications


t

Fail

Recognition & troubleshooting for any inaccurate results


t

Fail

Return HA to user settings & save to both clinic’s database and hearing instrument


t

Fail

Identification of any repair &/or reprogramming needs


Fail


tInform client of results & recommendations for follow-up, e.g. hearing reevaluation, ALDs, HA rechecks, repair; Avoids jargon; Provides clear & meaningful information (A26, C10)


t

Fail


REAL EAR INSERTION GAIN CLINICAL PERFORMANCE BASED EXAMINATION GRADING RUBRIC


Skill (D2, D7) (Circle) CommentsAdherence to universal precautions at all times (A21)


Fail

Setup of audiometric information Pass Pass with Comment

Fail

Selection of appropriate target(s) for REIG (A13, A24, A25)


Fail

Equipment Leveling Pass Pass with Comment

Fail

Otoscopy, e.g. safe care & handling of otoscope; appropriate bracing (C4)


Fail

Patient instructions, e.g. clear, concise, confident, not intimidating or alarming to client


Fail

Placement of headset & reference microphone Correct microphone orientation Maintains pt comfort


Fail

Placement of probe tube in ear canal Measurement of probe length re: HA Proper probe insertion depth & placement


Fail

Patient and equipment positioning Speaker Distance Speaker Height Speaker Angle


Fail

Measurement of unaided ear canal resonance Pass Pass with Comment

Fail

Insertion of Earmold & Hearing Aid Maintains proper probe position Maintains pt comfort


Fail

Use and justification of appropriate input levels Pass Pass with Comment

Fail

Adjustment of hearing aid controls to match targets; Reprogram as needed to bring settings closer to target


Fail

Accurate interpretation of measurements Pass Pass with Comment

Fail

Recognize and troubleshoot inaccurate results Pass Pass with Comment

Fail

Meaningful explanation to client of how results relate to real world listening & realistic expectations (A26)


Fail

Results

Grading


APPENDIX H

STUDENT PROFESSIONALISM EVALUTION

DOCTOR OF AUDIOLOGY PROGRAMASSESSMENT OF STUDENT PROFESSIONALISM

This form is designed to elicit your evaluation of the student listed below. Please address this evaluation constructively. Your evaluation information and that of others will be provided to the student using a “summary report” format to insure that your comments remain anonymous. Thank you for your time and effort.

Student: Type of Evaluator: Faculty Student Office Staff On-Campus Clinical Supervisor Semester: Off-Campus Clinical Preceptor

Directions: Please take a moment to assess this student using the scale below. If an item is not applicable or you are unable to judge an area, please circle NA (not applicable) or CJ (cannot judge). For any item that you rate a “1” or a “5” please provide an explanation.

KEY: 1 = POOR 2 = FAIR 3 = GOOD 4 = VERY GOOD 5 = EXEMPLARY NA = Not CJ = Can’t Applicable JudgeReliability/Work Habits 1 2 3 4 5 NA CJ

Not conscientious about responsibilities; Conscientious about duties andoften tardy; unwilling to assist with usual responsibilities; always prompt; willing towork or absent from assigned duties regularly assist; volunteers to help others

Comments:

_

Compassion/Empathy 1 2 3 4 5 NA CJ

Does not recognize or respond to Recognizes and responds topsychosocial aspects of illness; inadequate psychosocial aspects of illness; alwaysrecognition of clients’ and families’ needs appreciates clients’ and families’ needsfor comfort and help; develops for comfort and help; avoidsinappropriate emotional involvement Inappropriate emotional involvement

Comments:

Responsibility/Motivation 1 2 3 4 5 NA CJ

Does not accept responsibility for own Fully accepts responsibility for ownaction and decisions; does not respond actions and decisions; responds toto feedback; argumentative feedback and works to improve

Comments:

Teamwork 1 2 3 4 5 NA CJ

Does not demonstrate ability to work as Demonstrates strong ability to work as


part of a team; dismisses other’s suggestions part of a team; listens attentively to other’sand disregards ability of others; often rude suggestions; recognizes abilities of others;or obnoxious; hard to work with pleasant; personable; easy to work with

Comments:

Please Complete Other Side


KEY: 1 = POOR 2 = FAIR 3 = GOOD 4 = VERY GOOD 5 = EXEMPLARY NA = Not CJ = Can’t Applicable Judge

Medical Record Documentation 1 2 3 4 5 NA CJ

Poor, incorrect or illegible documentation of Concise, complete and legible documentationclient care and procedures; delayed or of client care and procedures; timely, correctincorrect orders; often fails to adhere to orders; follows the established policies and established policies and protocols protocols

Comments:

Interpersonal Communication Skills 1 2 3 4 5 NA CJ

Does not express self clearly; tends to be Expresses self very well; not abusive or rude;harsh or abusive; often impolite and inconsiderate always polite and considerate; great communicator

Comments:

Personal Appearance 1 2 3 4 5 NA CJ

Often fails to follow established dress code; Always follows established dress code;does not respond to feedback; dress presents often used as an example for others to emulaterisk to self and/or others

Comments:

Descriptive Words (Please circle the words that best describe this student):

Abrasive Conscientious Impatient Organized TactlessApathetic Considerate Inconsiderate Obnoxious UndependableArrogant Cooperative Indifferent Poised UnderstandingAttentive Dependable Inept Resourceful UnfriendlyCapable Efficient Intelligent Rude UnintelligentCareless Friendly Irresponsible Sarcastic UnorganizedClear-thinking Honest Logical Sincere UnscrupulousCocky Immature Mature Tactful Wise

STRENGTHS:

SUGGESTIONS FOR IMPROVEMENT:

Would you recommend this student to a member of your family for hearing care? Yes No - Please explain.


Please return this form to: Laura Smith-Olinde, AUSP Dept., UALR, 2801 S. University Ave., Little Rock, AR 72204-1099


APPENDIX I

PRACTICUM AND EXTERNSHIP STUDENT EVALUATION

Audiology Clinical Skills Evaluation

AUDIOLOGY CLINICAL SKILLS COMPETENCY FORMASP 540v/ AUSP 7v91: Practicum in Audiology

Instructions: Please complete for your practicum or externship student at mid-term and final, and return a copy to the practicum or externship coordinator at mid-term and final. This form may be completed electronically, saved, and e-mailed to [email protected]. Supplemental forms on pages 7 and 8 are optional and not required.

Clinician: _____________________ Clinical Instructor: _________________________

Semester (circle): Fall/ Spring / Summer 20______ Year: _______ (I, II, III, or IV)

Facility: ______________________________________________________________

Number of Practicum Hours Attained this Semester at Midterm: ______________________

Number of Practicum Hours Attained this Semester at Final: _________________________

PROFESSIONAL PROTOCOL: Please indicate acceptable behavior with a “P”, areas needing improvement with “LP” and areas of unacceptable behavior with an “F”. Attach a written explanation regarding areas of difficulty.Professionalism (IV-B, B1) Mid Final

A. Code of EthicsB. ResponsibilityC. PunctualityD. HIPAA/FERPAE. Dress Code

At any time exhibited behaviors violate the standards of our profession, the clinical instructor involved will immediately notify the Director of Audiology (501-569-3155). It is not necessary to wait until mid-term or final to begin notification. The Director of Audiology will determine the best course of action in consultation with the clinical instructor involved and the academic faculty. A final grade of “F” in any of the above competencies will automatically result in a final practicum grade of “C” for the semester and/or termination of clinical privileges.

INFECTION CONTROL: Please indicate acceptable behavior with a “P”, areas needing improvement with “LP” and areas of unacceptable behavior with an “F”. Attach a written explanation regarding areas of difficulty or unacceptable behavior. It is expected that good Infection Control practices are consistent and maintained by the end of Year I.


mailto:[email protected]

Infection Control (IV-B) Mid FinalB12. Universal precautionsIf a student receives an “F” at mid-term, the clinical instructor will develop a remediation plan with notification to the academic advisor. If an “F” is received at final, the clinical instructor involved will immediately notify the Director of Audiology (501-569-3155). A formal remediation plan will be developed. A final grade of “F” for infection control will result in an overall clinic grade of “C” for the semester. Failure to achieve and maintain a “P” by the end of Year 1 may result in termination of clinical privileges.

Professional Communication SkillsPlease indicate satisfactory behavior with an “S”; any unsatisfactory behavior with a “U”; could not assess with ‘CNA.’ Attach a written explanation regarding any unsatisfactory behavior with recommendations for remediation.

Note: The decision to assign an ‘S’ or ‘U’ should be commensurate with the student’s semester and year of enrollment as well as their familiarity and experience with the practicum in which they are placed. It is expected that by the end of Year II that all students consistently maintain an ‘S’ in all areas of communication skills.

Written Communication Skills (IV-A, A1) Mid-term FinalConsistently and accurately conveys professional information from coursework, supervisory input, clinical activities & other resources.Consistently and accurately writes and comprehends technical reports, diagnostic and treatment reports, treatment plans, and professional correspondence.Consistently and accurately uses professional writing conventions, terminology and style to clearly communicate information in a manner consistent with audience and/or clinical setting.

Oral/ Nonverbal Communication Skills (IV-A, A1) Mid-term FinalConsistently and accurately uses oral communication that demonstrates speech and language skills in English, which, at a minimum, are consistent with ASHA‟s most current positin state

nt on students and professionals who speak English with accens and nonstandard dialects.Consistently and accurately conveys corret information from course work, supervisory input, clinical activitiesand other resorces.Consistently and accurately describes behaviors of client & patient.Nonverbal language, including but not limited to affect, eye contact, tone, or body language, is consistently appropriate for


clinical interactions.Consistently models appropriate communication in all clinical settings and provides appropriate clarification to clients, family members, or other professionals when needed.Oral & nonverbal communications are appropriate for the cultural, socioeconomic, and semantic needs of the audience.

If a student receives an “Unsatisfactory” at mid-term for any of the written/oral/nonverbal communication skills, the clinical instructor will develop a remediation plan with notification to the academic advisor. If the receives an “Unsatisfactory” at the end of the semester, the Director of Audiology and academic advisor will be notified (501-569-3155). Additionally, the student’s grade for that semester of clinic may be lowered. Failure to remediate, as evidenced by not achieving and maintaining satisfactory performance (“S‟) in all areas by the end of Year II may result in termination of clinical privileges.

DESCRIPTION OF CLINICAL SKILLS COMPETENCIES RATING SCALE: 0= Absent: Clinically absent, but may have had coursework1= Taught: Specific direction from supervisor required to perform clinical skill 2 = Emerging: Beginning to correctly apply knowledge in course and clinic assignments. 3 = Present: Demonstrates basic knowledge level and integrates knowledge with skills, with supervision. 4 = Advancing: Demonstrates basic knowledge level and integrates knowledge with skills, with occasional supervision. 5 = Independent: Demonstrates advanced understanding and integrates knowledge and skills independently; recognizes when to ask for /seek consultation.(-) = Not Applicable

Enter rating into applicable cells. Using ratings of 1.5, 2.5, etc., is acceptable. Mid-term and Final score for this scale is determined as a ratio of the number of skills met (relative to expected rating) and the total number of skills assessed.

Expected Rating byEnd of Year

Mid Final I II III IVPreparation: clinical set-up, familiarity with patient history

3 4 4 5

Attitude: Initiative, motivation to learn and implement feedback

3 4 5 5

Patient Interaction Skills (IV-C, D, E)C1, D1, E1. Patient Interaction 3 4 4.5 5Prevention and Identification Skills (IV-C) (e.g., screening)C2-C6. Preschool ________ OSHA ________ Wellness ________ Other ________

3 4 4 5

Evaluation Skills (IV-D)D2. Evaluate information/ develop patient profile/ chart review

2 3 4 5

D3. Case History 3 4 5 5D4. Otoscopy/ external ear evaluation 3 3.5 4 5D5. Need for cerumen management 2 3 4 5


D6. Selection of appropriate assessment measures

2 3 4 5

D12. Testing Interpretation 2 3 4 5D13. Recommendations and/or referrals 2 3 4 5D14. Explanation of results (adults) 2 3 4 5D14. Explanation of results (pediatric) - 2 3 4Time Management 2 3 4 5D7. Assessment: Instructions to patients 2 4 5 5 Immittance 3 4 5 5 Speech audiometry 3 4 4.5 5 Air/Bone conduction 3 4 5 5 Need for masking 3 4 5 5 Air/Bone conduction masking 2 3 4 5 Speech masking 2 3 4 5

Total # Met | Total # Expectations

VRA/Play Audiometry: Speech Testing 1 2 3 4 Conditioning Phase 1 2 3 4 Threshold Search Phase 1 2 3 4 Flexibility 1 2 3 4 Reinforcement 1 2 3 4 Speed of Testing 1 2 3 4 Accuracy 1 2 3 4APD Assessment: Preparation/ setup/ testing 1 2 3 4 Scoring/ decisions 1 2 3 4D8. Electrodiagnostic Assessment: OAE Preparation/ set-up/ testing 2 3 4 5 Analysis/ decisions (pres/abs, rel) 2 3 4 5 ABR (or others MLR, LLR, etc) Preparation/ set-up/ testing 2 3 5 5 Analysis/ decisions (peak picking) 2 4 4.5 5D9. Balance Assessment (ENG/VNG) Preparation/ set-up/ testing - 2 2.5 3 Analysis/ decisions - 2 2.5 3Treatment Skills (IV-E)E7. Hearing instrument assessment: Knowledge of circuits & HA selection

2 3 4 5

ALD selection/ consultation - 2 3 4 FM selection/ consultation - 2 3 4 Ear impressions 1 2 3 4E8. Hearing aid dispensing/ repair: Pre HAE EA check, set-up and programming

3 4 5 5

Troubleshooting and repair procedures

2 3 4 5

E9. Hearing aid orientation


Counseling, orientation, dispensing, and billing

2 3 4 5

HA adjustment,modifications, and programming

2 3 4 5

ALD orientation/ instruction 2 3 4 4E12. Verification measures 2 3 4 5 REAR/ functional gain 1 2 3 5 Earmold/ shell modification - 2 3 4Treatment: Aural Rehabilitation (CI or HA):D10. AR Assessment/evaluation 2 3 3 4E2/E5. Develop treatment plans 1 2 3 4E3. Discuss treatment options 1 2 3 4


E4.Counseling Informational counseling 2 3 4 5 Social/ emotional support counseling 1 2 3 4E6. Collaboration with others 2 3 4 5E10. Aural Rehabilitation Session planning 2 3 3 4 Auditory training 1 2 3 4 Evaluation skills 1 2 3 4E11. Monitor and summarize outcomes 2 3 3 4E13. Admission/ discharge criteria 2 3 3 4E14. Be an advocate 2 3 3 4Documentation (IV-D,E)D15/E16. Documentation/ Records File complete and orderly 2 4 5 5 Completed audiogram and other test items

3 4 5 5

Chart note entries 2 4 5 5 Reimbursement/ fee forms 3 4 5 5Time management 2 3 4 5D16/E17. Report writing 2 4 5 5Instrumentation (IV-B, D, E)B11/D13/D17/E18. Use of instrumentation

3 4 4 5

Cochlear ImplantsD7/E7. Assessment & Treatment Skills (IV-E) CIConditioned Play: Conditioning phase - - 3 4 Threshold search phase - - 3 4 Flexibility - - 3 4 Speed of testing - - 3 4 Accuracy - - 3 4Behavioral Observation: Conditioning phase - - 3 4


Threshold search phase - - 3 4 Flexibility - - 3 4 Speed of testing - - 3 4 Accuracy - - 3 4Visual Reinforcement: Conditioning phase - - 3 4 Threshold search phase - - 3 4 Flexibility - - 3 4 Speed of testing - - 3 4 Accuracy - - 3 4Speech testing: Appropriate test selection - - 1 4 Administration - - 1 4 Scoring - - 1 4 Interpretation - - 1 4


D12/D14. CI evaluation and interpretation

- - 1 3

Psychophysics: Knowledge of devices, software and mapping techniques

- - - 3

E7. Map rationale: Knowledge of mapping strategies and modifications

- - - 3

E3. CI candidacy guidelines - - 1 3E8. Auditory Response Telemetry/ Neural Response Imaging

- - - 3

E8. CI: Troubleshooting and repair - - - 3E9. CI HAE/ Orientation - - 1 3D14/E9. Counseling: device features, programs, performance

- - 1 3

Time management - - 3 5Total # Met | Total # Expectations

Other Comments by Clinical Instructor

WorksheetCounts from this pageCounts from page 3Counts from page 4Counts from page 5


Total CountsFor Program Use Only:

Mid-term:

____ out of ____ skills assessed

met = ____ %

Final:

____ out of ____ skills assessed

met = ____ %

Mid Final Notes

Reviewed at Mid-Term by Academic Advisor: __________________________________Reviewed at Final by Academic Advisor: ______________________________________SUPPLEMENTAL CLINICIAN FEEDBACK SUMMARY (MIDTERM):

Clinician: ____________________ Instructor: _____________________

Semester: ____________________ Date: __________________________

Year (circle): I II III IV

KEY EXPERIENCES:

STRENGTHS/ACCOMPLISHMENTS:

RECOMMENDATIONS FOR FUTURE CLINICAL GROWTH:


SUPPLEMENTAL CLINICIAN FEEDBACK SUMMARY (FINAL):

Clinician: ____________________ Instructor: _____________________

Semester: ____________________ Date: __________________________

Year (circle): I II III IV

KEY EXPERIENCES:

STRENGTHS/ACCOMPLISHMENTS:

RECOMMENDATIONS FOR FUTURE CLINICAL GROWTH:


APPENDIX JForm 75

AUDIOLOGY EVALUATION OF PRACTICUM SUPERVISORS (PRECEPTORS)

(Developed from ASHA’s Position Paper: Clinical Supervision in Speech-Language Pathology and Audiology)

Name of Supervisor:_______________________ Practicum Site:_________________

Semester/Year:____________/___________Date of Evaluation:__________________

A 5-point scale is to be used to rate the items listed below:5 = Outstanding; 4 = Excellent; 3 = Good; 2 = Fair; 1 = Poor; NA = Non-applicable

The supervisor:

1. Establishes and maintains an effective working relationship with the supervisee._____

2. Assists the supervisee in developing clinical goals and objectives. ______

3. Assists the supervisee in developing and refining assessment skills. ______

4. Demonstrates for and participates with the supervisee in the clinical process. ______

5. Assists the supervisee in analyzing assessment and treatment sessions. ______

6. Guides the supervisee in maintaining clinical records. ______

7. Interacts with the supervisee in supervisory conferences. ______

8. assists the supervisee in evaluating his/her clinical performance. ______

9. Assists the supervisee in developing skills of report writing and editing. ______

10. Models professional conduct. ______

Additional Comments:

Rev Jan. 2001


APPENDIX K

AUDIOLOGY EXTERNSHIP SITE EVALUATION

AU.D. STUDENT EXTERNSHIP SITESUMMARY OF SERVICES

Please complete this form and return it to: Audiology Fourth Year Placement Coordinator, Speech & Hearing Clinic, 2801 South University Avenue, University Plaza Suite 600, Little Rock, AR 72204-1099, or Fax to: (501) 569-3157

Name of Site:

Date: AuD Student:

Address of Site:

Contact Person(s) at Site:

Contact’s E-Mail Address:

Contact’s Phone: Fax:

Experiences Provided at Site: Populations Served:_____ General Diagnostics _____ Adults_____ Neonatal Screening _____ Neonates_____ Analog or Digital Amplification _____ Infants/Toddlers_____ Sound Field or Personal FM Amplification _____ School Aged Children_____ Assistive Listening Devices _____ Auditory Processing or Learning Disabled_____ Cochlear Implant Eval & Mapping _____ Developmentally Disabled_____ Cochlear Implant Rehabilitation _____ Orthopedically Handicapped_____ Middle Ear Implants _____ Cerebral Palsied_____ OAE _____ ENT Surgical Patients_____ ENG/VNG _____ Out-Patient Rehab Unit_____ Rotational Chair _____ In-Patient Rehab Unit_____ Posturography _____ Ototoxicity Patients or Nephrology Unit_____ Vestibular Rehabilitation _____ Head Injured or CVA Patients_____ ABR/AEP _____ Cleft Palate (Team)_____ MLR, AMLR, &/or ALR _____ Developmental Assessment Clinic_____ P 300’s/Event Related Potentials _____ Neurology/Neuro-otology Patients_____ Electrocochleography (Ecog) or VEMP _____ Psychiatric/Behaviorally Disordered_____ SSEP or EMG _____ English as a Second Language_____ Visual Evoked Potentials (VEP) What Languages? _____ Intraoperative Monitoring _____ Auditory Processing Evaluation _____ Audiologic Rehab/Auditory Training_____ Tinnitus Rehabilitation _____ Other Populations: _____ Industrial Audiology


_____ Educational Audiology _____ In-Service Training/Presentations _____ Research Participation _____ Business Operations

Type of Site: (check all that apply)_____ General Hospital _____ Rehabilitation Center _____ Industrial Audiology_____ Pediatric Hospital _____ ENT Clinic _____ School/Educational Audiology_____ VA or Other Adult Hospital _____ Other Clinic _____ Audiology Private Practice

Student’s Overall Opinion of Site:


EXTERNSHIP EXPERIENCE SUMMARYAU.D. STUDENT FINAL REPORT

Please complete this form and return it to: Audiology Fourth Year Placement Coordinator, Speech & Hearing Clinic, 2801 South University Avenue, University Plaza Suite 600, Little Rock, AR 72204-1099, or Fax to: (501) 569-3157

Student Clinician: Semester/Year:

1. Name of Externship Site:

2. How many preceptors did you have? Please list their names & ASHA #’s:

3. Did you feel your responsibilities were important or significant, and not just “busy work?”Why? Please give examples.

4. Did your responsibilities as a student reflect the wide range of those carried out by the staff audiologists? Please give specific examples.

5. Did you have adequate working space and equipment to carry out your responsibilities?Please explain.

6. Were you given adequate supervision? Please explain.


7. Did your academic training adequately prepare you for this externship? Please explain.If not, where were the weaknesses in your academic program?

8. Did your clinical training adequately prepare you for this externship? Please explain.If not, where were the weaknesses in your clinical education?

9. What strengths did you feel you took with you to this externship? (eg: personal, clinical)

10. Were there any “surprises?” What were they?

11. On a scale of 1 (terrible) to 10 (excellent), how would you rate this externship experience overall?

12. Would you recommend this externship site to other students? Why?

13. What suggestions would you have for other students planning a similar externship?


14. ASHA Clinical Population Estimate

The following information is needed by the university for its annual ASHA accreditation reports. Please estimate caseload numbers in each of the categories below based on an average academic term. (It may be easiest to estimate these numbers for a typical month, then multiply by 3; this gives a conservative caseload estimate for a typical 3-month semester.)

The numbers should reflect the entire caseload for the externship site, i.e., the total number of patients seen at the site by the entire clinical staff, not just those patients or clients who were seen by you as a student intern.

Name of Site:

CATEGORY AVERAGE NUMBER OF CLIENTS PER ACADEMIC TERM

Total Children Adults

Hearing Evaluation

Audiologic Rehab

Selection/Use ofAmplification

Assistive Devices

Cochlear Implants

Other Implants

Hearing Screening

Electrophysiology/Evoked Potentials

Vestibular Assessment

Vestibular Rehab

Other (Specify)


APPENDIX L

AUDIOLOGY KNOWLEDGE AND SKILLS ASSESSMENT

Section A: Foundations

The student must have knowledge of:

A1. Embryology and development of the auditory and vestibular systems, anatomy and physiology, neuroanatomy and neurophysiology, and pathophysiology

A2. Genetics and associated syndromes related to hearing and balance

A3. Normal aspects of auditory physiology and behavior over the life span

A4. Normal development of speech and language

A5. Language and speech characteristics and their development across the life span

A6. Phonologic, morphologic, syntactic, and pragmatic aspects of human communication associated with hearing impairment

A7. Effects of hearing loss on communication and educational, vocational, social, and psychological functioning

A8. Effects of pharmacologic and teratogenic agents on the auditory and vestibular systems

A9. Patient characteristics (e.g., age, demographics, cultural and linguistic diversity, medical history and status, cognitive status, and physical and sensory abilities) and how they relate to clinical services

A10. Pathologies related to hearing and balance and their medical diagnosis and treatment

A11. Principles, methods, and applications of psychometrics

A12. Principles, methods, and applications of psychoacoustics

A13. Instrumentation and bioelectrical hazards

A14. Physical characteristics and measurement of electric and other nonacoustic stimuli

A15. Assistive technology


A16. Effects of cultural diversity and family systems on professional practice

A17. American Sign Language and other visual communication systems

A18. Principles and practices of research, including experimental design, statistical methods, and application to clinical populations

A19. Legal and ethical practices (e.g., standards for professional conduct, patient rights, credentialing, and legislative and regulatory mandates)

A20. Health care and educational delivery systems

A21. Universal precautions and infectious/contagious diseases

The applicant must have knowledge and skills in:

A22. Oral and written forms of communication

A23. Principles, methods, and applications of acoustics (e.g., basic parameters of sound, principles of acoustics as related to speech sounds, sound/noise measurement and analysis, and calibration of audiometric equipment), as applicable to:

a. occupational and industrial environments

b. community noise

c. classroom and other educational environments

d. workplace environmentsA24. The use of instrumentation according to manufacturer's specifications and recommendations

A25. Determining whether instrumentation is in calibration according to accepted standards

A26. Principles and applications of counseling

A27. Use of interpreters and translators for both spoken and visual communication

A28. Management and business practices, including but not limited to cost analysis, budgeting, coding and reimbursement, and patient management

A29. Consultation with professionals in related and/or allied service areas


Section B: Prevention and Identification

The applicant must have the knowledge and skills necessary to:

B1. Implement activities that prevent and identify dysfunction in hearing and communication, balance, and other auditory-related systems

B2. Promote hearing wellness, as well as the prevention of hearing loss and protection of hearing function by designing, implementing, and coordinating universal newborn hearing screening, school screening, community hearing, and occupational conservation and identification programs

B3. Screen individuals for hearing impairment and disability/handicap using clinically appropriate, culturally sensitive, and age- and site-specific screening measures

B4. Screen individuals for speech and language impairments and other factors affecting communication function using clinically appropriate, culturally sensitive, and age- and site-specific screening measures

B5. Educate individuals on potential causes and effects of vestibular loss

B6. Identify individuals at risk for balance problems and falls who require further vestibular assessment and/or treatment or referral for other professional services

Section C: Assessment

The applicant must have knowledge of:

C1. Measuring and interpreting sensory and motor evoked potentials, electromyography, and other electrodiagnostic tests for purposes of neurophysiologic intraoperative monitoring and cranial nerve assessment


C2. Assessing individuals with suspected disorders of hearing, communication, balance, and related systems

C3. Evaluating information from appropriate sources and obtaining a case history to facilitate assessment planning

C4. Performing otoscopy for appropriate audiological assessment/management decisions, determining the need for cerumen removal, and providing a basis for medical referral


C5. Conducting and interpreting behavioral and/or electrophysiologic methods to assess hearing thresholds and auditory neural function

C6. Conducting and interpreting behavioral and/or electrophysiologic methods to assess balance and related systems

C7. Conducting and interpreting otoacoustic emissions and acoustic immitance (reflexes)

C8. Evaluating auditory-related processing disorders

C9. Evaluating functional use of hearing

C10. Preparing a report, including interpreting data, summarizing findings, generating recommendations, and developing an audiologic treatment/management plan

C11. Referring to other professions, agencies, and/or consumer organizations

Section D: Treatment


D1. The provision of intervention services (treatment) to individuals with hearing loss, balance disorders, and other auditory dysfunction that compromises receptive and expressive communication

D2. Development of a culturally appropriate, audiologic rehabilitative management plan that includes, when appropriate, the following:

a. Evaluation, selection, verification, validation, and dispensing of hearing aids, sensory aids, hearing assistive devices, alerting systems, and captioning devices, and educating the consumer and family/caregivers in the use of and adjustment to such technology

b. Determination of candidacy of persons with hearing loss for cochlear implants and other implantable sensory devices and provision of fitting, mapping, and audiologic rehabilitation to optimize device use

c. Counseling relating to psychosocial aspects of hearing loss and other auditory dysfunction, and processes to enhance communication competence

d. Provision of comprehensive audiologic treatment for persons with hearing loss or other auditory dysfunction, including but not exclusive to communication strategies, auditory training, speech reading, and visual communication systems


D3. Determination of candidacy for vestibular and balance rehabilitation therapy to persons with vestibular and balance impairments

D4. Treatment and audiologic management of tinnitus

D5. Provision of treatment services for infants and children with hearing loss; collaboration/consultation with early interventionists, school based professionals, and other service providers regarding development of intervention plans (i.e., individualized education programs and/or individualized family service plans)

D6. Management of the selection, purchase, installation, and evaluation of large-area amplification systems

D7. Evaluation of the efficacy of intervention (treatment) services

Section E: Advocacy/Consultation


E1. Educating and advocating for communication needs of all individuals that may include advocating for the programmatic needs, rights, and funding of services for those with hearing loss, other auditory dysfunction, or vestibular disorders

E2. Consulting about accessibility for persons with hearing loss and other auditory dysfunction in public and private buildings, programs, and services

E3. Identifying underserved populations and promoting access to care

Section F: Education/Research/Administration


F1. Measuring functional outcomes, consumer satisfaction, efficacy, effectiveness, and efficiency of practices and programs to maintain and improve the quality of audiologic services

F2. Applying research findings in the provision of patient care (evidence-based practice)

F3. Critically evaluating and appropriately implementing new techniques and technologies supported by research-based evidence


F4. Administering clinical programs and providing supervision of professionals as well as support personnel

F5. Identifying internal programmatic needs and developing new programs

F6. Maintaining or establishing links with external programs, including but not limited to education programs, government programs, and philanthropic agencies


APPENDIX M

GRADUATE COMPREHENSIVE EXAM AND SURVEY

Au.D. Comprehensive Examination Student Survey

Please place a check mark in the box that corresponds with how strongly you agree with each statement.

Statement Strongly

Agree

Agree Neutral Disagree Strongly Disagree

1. The comprehensive examination adequately sampled my knowledge of audiology

2. I feel the comprehensive examination, in its current format, will/did help me study for the Praxis.

3. Some of the items were not clearly written.

4. The written guideline and procedures I received prior to the examination were clear and understandable.

5. The room chosen for the examination was conducive to take the exam.

6. The administration of the examination was satisfactory.

7. My knowledge could be assessed more adequately using another format.

8. What were the major strengths and/or features you liked about the comprehensive examination?


APPENDIX N

PROFESSIONAL COMMUNITY SURVEY

To be developed . . . . .


APPENDIX O

GRADUATE EMPLOYER SURVEY

EMPLOYER SURVEY

UNIVERSITY OF ARKANSAS AT LITTLE ROCK/UNIVERSITY OF ARKANSAS FOR MEDICAL SCIENCES

DEPARTMENT OF AUDIOLOGY AND SPEECH PATHOLOGY

The primary goal of the faculty of the UALR/UAMS Audiology Program is to prepare our students to function as competent audiologists. This survey is designed to help the program faculty determine the strengths and weaknesses of our program. All data will be kept confidential and will be used for program evaluation purposes only. We request that this survey be completed by the graduate’s immediate supervisor.

BACKGROUND INFORMATION:Name of Graduate: ________________________________________________________Length of Employment at Time of Evaluation: ____________monthsPlace of Employment:_____________________________________________________Immediate Supervisor of Graduate (optional):___________________________________

Consider each item separately and rate each item independently of all others. Circle the rating that indicates the extent to which you agree with each statement. Please do not skip any rating. If you do not know about a particular area, circle NA.5 = strongly agree 4 = generally agree 3 = neutral (acceptable) 2 = generally disagree 1 = strongly disagreeNA = not applicable

I. KNOWLEDGE BASEThe Graduate:a. Has the professional knowledge to function in this

employment setting 5 4 3 2 1 NA

b. Is able to collect pertinent data accurately fromcharts and patients/clients 5 4 3 2 1 NA

c. Is able to interpret pertinent patient/client dataeffectively 5 4 3 2 1 NA

d. Is able to select necessary and appropriate diagnostic tests 5 4 3 2 1 NA

e. Is able to recommend appropriate intervention5 4 3 2 1 NA

f. Uses sound clinical judgment while functioning in thisemployment setting 5 4 3 2 1 NA

Comments: ______________________________________________________________________________________________________________________________________________________________________________________________________________

II. CLINICAL PROFICIENCY The Graduate:


a. Has the necessary skills to performin this employment setting 5 4 3 2 1 NA

b. Possesses the skills to perform accurate andefficient client/patient assessments 5 4 3 2 1 NA

c. Possesses the skills to perform appropriate intervention with clients/patients 5 4 3 2 1 NA

Comments:______________________________________________________________________________________________________________________________________________________________________________________________________________

III. BEHAVIORAL SKILLSThe Graduate:

a. Communicates effectively in this employmentsetting 5 4 3 2 1 NA

b. Conducts himself/herself in an ethical and professionalmanner 5 4 3 2 1 NA

c. Functions effectively as a member of a team in thissetting 5 4 3 2 1 NA

d. Accepts supervision and works effectively withsupervisory personnel 5 4 3 2 1 NA

e. Is self-directed and responsible for his/her actions 5 4 3 2 1 NA

f. Arrives at work prepared and on time 5 4 3 2 1 NA

f. Contributes to making a positive environmentin this setting 5 4 3 2 1 NA

Comments:______________________________________________________________________________________________________________________________________________________________________________________________________________

IV. PROGRAM EVALUATIONOverall Rating:

Please rate the OVERALL quality of the UALR/UAMS program’s graduates:(Please circle one)


Please rate the OVERALL quality of the UALR/UAMS Doctor of Audiology Program: (Please circle one)



Comments:______________________________________________________________________________________________________________________________________________________________________________________________________________

What qualities or skills did you expect of the graduate upon employment that he/she did not possess?________________________________________________________________________________________________________________________________________________________________________________________________________________________

Please provide comments and suggestions that would help this program better prepare future graduates.________________________________________________________________________________________________________________________________________________________________________________________________________________________

What are the strengths of the graduate(s) of this program?________________________________________________________________________________________________________________________________________________________________________________________________________________________

_____________________________ __________________ ____________Rater Signature Title Date

Is the above rater the graduate’s immediate supervisor? Yes No

Employer Survey February 2012


assessment implementation progress report · web viewuniversity of arkansas for medical sciences...

Documents