MSc/PGDip Advanced Audiology Studies
Year of entry: 2024
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Course unit details:
Clinical Applications of Neurosensory Science
|Unit level||FHEQ level 7 – master's degree or fourth year of an integrated master's degree|
|Teaching period(s)||Full year|
|Available as a free choice unit?||No|
This 30-credit unit focuses on on pathologies and assessment techniques within the specialisms of audiology, neurophysiology, and ophthalmic and vision science.
Students will also gain an appreciation of how imaging is used to identify pathologies and the different patient pathways for patients referred into all three specialisms.
The unit will utilise different teaching methodologies, with some topics being taught on synchronous lectures and tutorials, while others will be delivered via Blackboard independent and/or asynchronous learning.
The unit aims to:
- Provide students with the knowledge that underpins the clinical applications in audiology, neurophysiology, ophthalmic and vision science, and clinical assessment and investigations.
Students will be able to:
- Explain the range and function of the different recording components of audiology equipment, various electrode derivations and the requirements for the internal and external calibration of auditory devices.
- Critically evaluate the type of patient recordings, stimulus and recording parameters used in the recording of auditory evoked potentials.
- Critically evaluate the fundamental principles of the psychophysical assessment of auditory pathologies.
- Describe the range and basic function of routine audiological equipment and critically evaluate their use in the everyday assessment of hearing, tinnitus and balance in patients.
- Explore the framework underpinning aural rehabilitation of adults with acquired hearing impairment.
- Evaluate investigations and treatment of routine otological and audiological disorders.
- Discuss the prevalence and incidence of hearing loss and tinnitus.
Knowledge and understanding
- Describe how different auditory, visual, central and peripheral neurological and other related specialist assessments and investigations can contribute to a holistic patient approach in the diagnosis, management, prognosis and care.
- Critically evaluate how different assessments and investigations are used by non-specialist neurosensory centres in the assessment of patients who have auditory, visual, central and peripheral neurological disorders eg healthcare for older people, neonatal care, (NICU/SCBU), integrated care, critical care, primary care, independent sector.
- Critically evaluate how different auditory, visual, central and peripheral neurological assessments and investigations can be combined in differential diagnosis of disease, or disability.
- Conceptualise the effect of cognitive changes across the life span.
- Critically evaluate the role of a multi-professional approach to the assessment and management of patients.
- Critically evaluate the patient pathways.
- Generalise the major contributors and risk factors.
- Be able to critically appraise scientific literature.
- Be able to critically analyse and objectively interpret information/data.
- Tuning fork tests.
- Pure tone audiometryand ULLs.
- Acoustic immittance (Tympanometry and Acoustic Reflexes).
- Otoacoustic emissions.
- Auditory evoked response measurements.
- Hearing aid testing.
- Ear impression.
- Present information clearly in the form of verbal and written reports.
Transferable skills and personal qualities
- Communicate complex ideas and arguments in a clear and concise and effective manner.
- Work effectively as an individual or part of a team.
- Use conventional and electronic resources to collect, select and organise complex scientific information.
- Effectively utilise a range of information sources including information technology / health informatics.
- Demonstrate capacity for self-learning and independent thinking and to utilise problem solving skills.
- Demonstrate effective communication skills (verbal and written).
- Be able to set priorities and link these with effective time management.
- Critically evaluate their personal performance both as an individual and within a team.
- Demonstrate working collegiately and effectively.
- Hearing assessment techniques (Otoscopy, PTA, ULLs, Tympanometry, Acoustic Reflexes, Auditory Evoked Potentials).
- Hearing pathologies (Outer, Middle, Inner Ear and Retrocochlear).
- Assessment techniques within Neurophysiology (Electroencephalography, Nerve conduction studies, Visual Evoked Potentials, Somatosensory Evoked Potentials, Auditory Evoked Potentials, Imaging).
- Diseases of the central and peripheral nervous system (Autoimmune, Inflammation, Ischemic, Tumours, Motor Neuron, Multiple Sclerosis, Epilepsy, Alzheimer's/Dementia).
- Visual assessment techniques (Snellen Charts, Slit Lamp, Ophthalmoscope, Tonometry, Electroretinography, Visual Evoked Potentials).
- Eye disease (refractive errors, inflammation, nerve damage, vascular, trauma etc.
- Health and safety aspects of imaging.
- Differential diagnosis.
Teaching and learning methods
Synchronous and asyncronous online lectures, directed and related reading, self directed study, tutorials.
- Written assignment (3,000 words, 50%)
- Written assignment (3,000 words, 50%)
British Society of Audiology (BSA). Recommended procedures.
Katz J (Ed). (2009). Handbook of Clinical Audiology. Lippincott, Williams & Wilkins, Philadelphia.
Galfand, S (2009) Essentials of Audiology (3rd Ed), Thieme Medical Publishers, New York.
Root, T. OphthoBook. CreateSpace, 2009. Free on-line version: http://www.ophthobook.com/
Creel, D. Part XI Electrophysiology, Visually Evoked Potentials, In Kolb, H et al Webvision The Organization of the Retina and Visual System, http://webvision.med.utah.edu/
Blum, A, Rutkove, S (2007) The Clinical Neurophysiology Primer, Humana Press Inc, Totowa (available as e Springer Link through UoM library).
Fuller, G and Manford, M (2010) Neurology an Illustrated Colour Text (3rd Ed), Churchill Livingstone Elsevier.
|Scheduled activity hours|
|Independent study hours|
|Kai Uus||Unit coordinator|