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Masters Degrees (Hearing)

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The Hearing Aid Aptitude Test distance learning programme is designed to meet the needs of suitably qualified Audiology practitioners wishing to apply to register with the Health and Care Professions Council (HCPC) as a Hearing Aid Dispenser (HAD). . Read more

The Hearing Aid Aptitude Test distance learning programme is designed to meet the needs of suitably qualified Audiology practitioners wishing to apply to register with the Health and Care Professions Council (HCPC) as a Hearing Aid Dispenser (HAD). 

Overview

The Hearing Aid Aptitude Test distance learning programme is designed to meet the needs of suitably qualified Audiology practitioners wishing to apply to register with the Health and Care Professions Council (HCPC) as a Hearing Aid Dispenser (HAD). 

Hearing Aid Dispensers work in private practice to assess, fit and provide aftercare for hearing aids. It is a challenging and rewarding profession that requires a combination of scientific knowledge and patient handling skills. Hearing aid technology is an exciting and rapidly changing area. Hearing Aid Dispensers are required to be skilled at identifying and utilizing the latest technology to meet the needs of their clients.

Hearing Aid Dispensers may work independently or for commercial businesses ranging in size. Depending on the nature of the company there may be opportunities for a Hearing Aid Dispenser to develop business and management skills. The private sector is a rapidly expanding market offering practitioners rapid career progression opportunities.

The Hearing Aid Aptitude Test distance learning programme comprises one web based module which can be accessed remotely. The module consists of 6 sub sections and contains all the programme teaching and learning resources.  Assessment is via an in-house multiple choice exam paper.

Accreditation

This programme is approved by the Health & Care Professions Council (HCPC). Successful completion of the programme confers eligibility to apply to the HCPC to register as a Hearing Aid Dispenser, which is a legal requirement in order to sell hearing aids privately.

The Institute of Sound and Vibration Research has an international reputation for teaching and research training. We currently run The BSc Healthcare Science (Audiology) degree programme and MSc Audiology programme. We currently have around 100 PhD students, with approx. 25 in audiology and related areas. Projects are funded by a range of UK and EU research councils, governments throughout the world and the UK National Health Service, to name but a few. Research projects are often cross-disciplinary and multi-centre.

Programme Structure

The next Hearing Aid Aptitude Test distance learning programme will commence on the 8th January 2018 with the assessment taking place 6 weeks after the start of the programme on the 19th February 2018. Applicants are able to register onto the programme at any time during the first 2 weeks of the programme (latest application date: 15th January 2018).

It is mandatory that students access all the recorded teaching material. This will be monitored through Blackboard and students that have not accessed the teaching material will not be eligible to sit the assessment until they have met the requirement. The programme will run a minimum of twice a year, usually commencing in January and June, depending on demand.



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The purpose of this module is to provide you with knowledge and understanding of the core concepts related to Adult Auditory Rehabilitation including principles of health psychology and signal processing as well as technical and psychosocial aspects of the rehabilitation process. Read more

The purpose of this module is to provide you with knowledge and understanding of the core concepts related to Adult Auditory Rehabilitation including principles of health psychology and signal processing as well as technical and psychosocial aspects of the rehabilitation process. As an Audiologist or Hearing Aid Dispenser this will help you to assess the needs of adult patients with hearing loss and provide patients with accurate and up to date information in order that they can make informed decisions about their management and treatment including devices, equipment and features.

Module Aims

  • Equip you with the basic knowledge and understanding required to provide a clinical auditory rehabilitation service for adults with hearing loss and/or tinnitus or to pursue research in a hearing-aid related field.
  • Enable you to apply your practical and theoretical knowledge and comprehension to all aspects of the rehabilitation needs of adult hearing-impaired patients and adult patients with tinnitus.
  • Enable you to develop skills to critically evaluate and analyse information from the relevant scientific literature.

Learning Outcomes

Having successfully completed this module you will be able to:

  • Explain and critically analyse the arguments for, and the current consensus on, patientcentred rehabilitation for adults with hearing loss, including the assessment and analysis of need, effects of psychosocial factors, the provision of accurate and balanced information regarding management options, the facilitation of the patient’s decision making (especially regarding technology) and the role of communication strategies and tactics.
  • Formulate evidence-based recommendations for the rehabilitation of individual patients with common forms of hearing loss and tinnitus based on critical evaluation of a range of sources of information including that shared by the patient and the research literature.
  • Explain the process of individualised hearing-aid fitting on the basis of audiometric and other information, including the selection of an ear-mould/shell with appropriate modifications, the verification of the technical performance and other functional properties of a hearing aid (both in a coupler and the real ear), the validation of the fitting and the provision of relevant instructions and information to the particular user.
  • Identify and describe a wide range of different technologies (e.g. hearing aids, assistive devices, auditory implants), strategies (e.g. communication), skills (e.g. facilitation) and tools. (e.g. counselling and decision making tools) and other resources potentially available to the audiologist and patient to improve the patient’s hearing-related quality of life and explain their main pros and cons for common forms of hearing loss and psychosocial circumstance.
  • Demonstrate mastery of effective self-directed learning, scientific and patient-centred communication.

Syllabus

  • Overview of adult auditory rehabilitation and hearing aid fitting.
  • Understanding the impact of hearing loss in the context of the World Health Organisation.
  • International Classification of Functioning and the biopsychosocial models of disability.
  • Psychosocial impact of acquired hearing loss.
  • Introduction to hearing aids and components.
  • Specification and measurement of electroacoustic characteristics.
  • Range of devices and features, advantages and limitations of different options, consideration of the evidence base where appropriate.
  • Impressions, ear moulds, earshells and modifications.
  • Hearing aid selection and fitting: candidacy, ergonomic considerations, selection of electroacoustic characteristics by prescription methods.
  • Verification of hearing aid performance.
  • Counselling skills in audiology, including enabling adjustment and change.
  • Models of tinnitus distress.
  • Tinnitus management approaches.
  • Evaluation of auditory rehabilitation.
  • Evaluation of tinnitus interventions.


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Course description. Our MRes Experimental Medicine (Hearing Health) programme will give nurses, doctors, audiologists, clinical researchers and research programme managers the skills needed to work in early phase clinical studies. Read more

Course description

Our MRes Experimental Medicine (Hearing Health) programme will give nurses, doctors, audiologists, clinical researchers and research programme managers the skills needed to work in early phase clinical studies.

You will learn how to master experimental medicine with a focus on Hearing Health through a combination of traditional teaching and hands-on learning, through spending a year working closely with the Experimental Medicine Hearing Health Team of the Biomedical Research Centre while also taking four structured taught units.

The taught units will see you learn the details of designing and delivering Phase 1 clinical studies, understanding the pre-clinical data required before a clinical programme can commence, and how to optimise early clinical studies to provide evidence for progressing a promising drug or intervention into Phase II/III clinical testing.

Alongside the taught elements, you will have a named supervisor and be exposed to tasks required in the setup, delivery, interpretation and audit of a clinical study.

Nursing, physician and audiology students may participate in patient care, including new and follow-on patient clinics, treatment and care-giving episodes with patients.

For non-registered clinical researchers and research programme managers, no direct patient contact is envisaged and you may participate in clinical trial setup, protocol amendments, database setup, data entry, costing and billing for clinical research.

You will be able to choose two aspects of your direct clinical trial research experience to write up for your two research projects in a dissertation format. This will give you the skills and knowledge required to critically report medical, scientific and clinically related sciences for peer review.

Aims

The primary purpose of the MRes in Experimental Medicine (Hearing Health) is to provide you with the opportunity to work within a premier Biomedical Research Centre and, through a mix of taught and experiential learning, master the discipline of experimental medicine related to hearing health.

Special features

Extensive practical experience

You will spend most of your time gaining hands-on experience through completion of two research projects working closely with the Experimental Medicine Hearing Health Team of the Manchester Biomedical Research Centre.

Taught by experts in Experimental Medicine within dedicated research and clinical trials facilities

You will also have opportunities to interact with and learn from experimental medicine researchers across a range of different fields within the Manchester Biomedical Research Centre and the Manchester Clinical Research Facility and thereby broaden your knowledge and experience of experimental medicine.



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-The first UK professional doctorate in Hearing Therapy. -Blended learning – study predominantly undertaken on-line alongside professional practice. Read more
-The first UK professional doctorate in Hearing Therapy
-Blended learning – study predominantly undertaken on-line alongside professional practice
-Can alternatively study for an MSc/ PGDip/ PGCert as part of the same programme framework
-Combination of taught modules and supervised practice-based research makes the course highly relevant to professionals engaged in the field of rehabilitation in audiology
-Students complete an in-practice research project with support from an academic supervisor

Programme outline & modules

PGCert – all taught modules are 20 credits
-Hearing Therapy (5 days face to face delivery + online support)
-Tinnitus Management (online delivery)
-Aural Rehabilitation (online delivery)

PGDip – all taught modules are 20 credits
-Evidence Based Practice (online delivery)
-Health Behaviours (online delivery)
-Vestibular Rehabilitation (online delivery)

MSc – all taught modules are 20 credits
-Research Methods (face to face + online delivery)
-Research Project I (face to face + online delivery)
-Research Project II (face to face + online delivery)

Doctor of Hearing Therapy – all taught modules are 20 credits. Students will select one of the following two modules:
-Qualitative Research Methodology (online delivery)
-Quantitative Methods and Advanced Statistics (online delivery)
-Research project & thesis. The personal research project is the core of Doctor of Hearing Therapy programme.

All modules can also be undertaken independently as continuing professional development.

Learning, teaching & assessment

Taught modules are 20 credits each, nominally equivalent to 200 hours of student learning. Modules consist of remote access lectures with electronic formative assessments and a module coursework assignment such as reflective case records, or an essay/literature review related to the module. Module results are ratified at Examination Boards held shortly after the end of each study period.

The research project is the major component of the doctorate, supervised by members of the Applied Health Research Group (http://www.aston.ac.uk/lhs/research/centres-facilities/applied-health-research-group/). Students will develop their research proposals based upon their own clinical interests, or may opt to select a project nominated by an Aston academic. Because this is a distance-learning programme, the research is not normally carried out on the University campus, and it is essential that the student has access to the facilities and resources needed to carry out the research, usually in the student's place of work.

The research stage requires a significant long-term commitment, as it is equivalent to around 2 years of full-time work (i.e. 4 years part-time). Candidates ultimately submit a thesis which is examined in a viva voce examination.

The Doctor of Hearing Therapy programme is aimed at practising audiologists, who will complete case records where required for taught module coursework, and will undertake a practice- based research project.

Students are on campus at the start of the programme when they have the opportunity to participate in group activities.

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The combined specialisation in Speech and Hearing Sciences provides a thorough multidisciplinary introduction to modern knowledge and current research in the inter-related aspects of human spoken communication. Read more

The combined specialisation in Speech and Hearing Sciences provides a thorough multidisciplinary introduction to modern knowledge and current research in the inter-related aspects of human spoken communication. It prepares students from different backgrounds for work in the rapidly developing fields of speech and hearing research, and their technological applications.

About this degree

Students take a core set of modules and then have the opportunity to specialise in speech and hearing sciences. In selecting the modules for their specialisation, students will be able to take full advantage of the breadth of expertise in language research in the UCL Division of Psychology & Language Sciences.

Students undertake modules to the value of 180 credits.

The programme consists of two core modules (45 credits), three specialisation modules (45 credits), two optional modules (30 credits) and a research project (60 credits).

Core modules

  • Introduction to the Brain and Imaging the Brain
  • Research Methods: Principles, Skills and Applications
  • Students select three specialisation modules from those below:
  • Development of Speech Perception and Production
  • Intermediate Phonetics
  • Experimental Phonetics
  • Phonetic Theory

Optional modules

Students select two modules from all those offered within UCL Psychology & Language Sciences, subject to availability and agreement with the Programme Director. Options include:

  • Deafness, Cognition and Language
  • Second Language Speech Learning
  • Web Programming for Psychology and Language Sciences
  • Stuttering
  • Advanced topics in Speech Perception
  • Current Issues in Production, Perception and Neural Processing of Speech

Not all modules will run every year, some modules may require a minimum number of registered students.

Dissertation/report

All students undertake an independent research project in an area of language science which culminates in a dissertation of 10,000 words.

Teaching and learning

The programme is delivered through a combination of lectures, small-group teaching and a virtual learning environment. Some modules also involve workshops or practical classes. Student performance is assessed through coursework, examinations and the research dissertation.

Further information on modules and degree structure is available on the department website: Language Sciences (with specialisation in Speech and Hearing Sciences) MSc

Careers

The majority of students who graduate from the Language Sciences MSc programmes go on to further study or research. Recent graduates have gone on to PhD study in UCL, other UK institutions and overseas institutions. Others have gone to work in related industries (for example in speech technology industries, cochlear implants manufacturers) or in education. The skills that the MSc develops – independent research, presentation skills, statistics – are transferable skills that are very highly sought after outside academia.

Recent career destinations for this degree

  • Early Stage Researcher, UCL and studying PhD in Linguistics, Karl-Franzens-Universitハt Graz (University of Graz)

Careers data is taken from the ‘Destinations of Leavers from Higher Education’ survey undertaken by HESA looking at the destinations of UK and EU students in the 2013–2015 graduating cohorts six months after graduation.

Why study this degree at UCL?

The UCL Division of Psychology & Language Sciences undertakes world-leading research and teaching in mind, behaviour, and language. Staff and students benefit from cutting-edge resources including extensive laboratories for research in speech and language, perception, and cognition.

Opportunities for students to work with world-renowned researchers exist in all areas of investigation. The division offers a supportive environment including numerous specialist seminars, workshops, and guest lectures.

The Language Sciences MSc provides the opportunity for in-depth study of one or more areas of the language sciences. The programme is an 'umbrella degree', with a number of specialisation strands that follow a common structure.

Research Excellence Framework (REF)

The Research Excellence Framework, or REF, is the system for assessing the quality of research in UK higher education institutions. The 2014 REF was carried out by the UK's higher education funding bodies, and the results used to allocate research funding from 2015/16.

The following REF score was awarded to the department: Division of Psychology & Language Sciences

83% rated 4* (‘world-leading’) or 3* (‘internationally excellent’)

Learn more about the scope of UCL's research, and browse case studies, on our Research Impact website.



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The master of science degree in secondary education of students who are deaf or hard of hearing prepares students to meet the national need for teachers of secondary students who are deaf or hard of hearing. Read more
The master of science degree in secondary education of students who are deaf or hard of hearing prepares students to meet the national need for teachers of secondary students who are deaf or hard of hearing. The program prepares teachers not only as effective and ethical practitioners but also as scholars and leaders in the profession.

Faculty members are international leaders in research and are highly skilled in the education of deaf people. A carefully designed system of faculty advisement is a prominent feature of the program. On-campus facilities, state-of-the-art technology, and a well-established system of educational access services combine to make this a vital program for both deaf and hearing students who desire careers as professional educators of deaf students.

Plan of study

Course work requires a minimum of four semesters. A cumulative GPA of at least 3.0 must be maintained. Before graduation, students are expected to have at least intermediate-level signing skills as determined by a Sign Language Proficiency Interview.

Admission requirements

To be considered for admission to the MS program in secondary education of students who are deaf or hard of hearing, candidates must fulfill the following requirements:

- Hold a baccalaureate degree from an accredited college or university,

- Have a cumulative grade point average of 3.0 or higher,

- Submit official transcripts (in English) of all previously completed undergraduate and graduate course work,

- Have a basic knowledge of American Sign Language as measured by a departmental skill assessment, or willingness to take American Sign Language I (or its equivalent) at NTID or another college prior to beginning the program,

- Have a level of writing proficiency appropriate to graduate study as indicated by a review of undergraduate writing-intensive courses and an expository essay,

- Submit letters of reference and an expository essay that indicates evidence of professional commitment and potential for success in the program,

- Submit scores from Graduate Record Exam (GRE),

- Participate in an individual interview, and

- Complete a graduate application.

- International applicants whose native language is not English must submit scores from the Test of English as a Foreign Language (TOEFL). Minimum scores of 550 (paper-based) or 213 (Internet-based) are required.

Additionally, 30 semester credit hours in a content area are required by the New York State Education Department for initial certification to teach a secondary (grades 7–12) content area. Students who do not have the required number of hours must complete the additional credits before applying for New York State certification. Secondary academic subjects include American Sign Language, English, mathematics, social studies, or science. Please note: The social studies content area includes economics and government, and at least 21 semester hours in the history and geography of the United States and the world.

Additional information

- Financial Aid

NTID graduate tuition rates are less than one-half of RIT’s tuition. Approximately 70 percent of students enrolled in the MS program in secondary education receive some type of financial assistance each year. Students complete only the Free Application for Federal Student Aid (FAFSA) to apply for financial aid. Students enrolled in this program may be eligible for grant funding from the U.S. Department of Education. In addition, federal loan programs may be available.

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In partnership with specialists in the field of hearing impairment, we have developed a Postgraduate Certificate in Hearing Impairment which incorporates the taught elements of the Mandatory Qualification requirements. Read more
In partnership with specialists in the field of hearing impairment, we have developed a Postgraduate Certificate in Hearing Impairment which incorporates the taught elements of the Mandatory Qualification requirements.

Why Study Hearing Impairment with us?

Our course will enable you to promote person-centred, inclusive practice that is in the interests of, and fulfils the needs of, young people and adults with special educational needs (SEN) and/or disabilities.

The course aims to build on your significant experience and expertise by encouraging you to use the essential skills of critical analysis and reflection.

Delivery will take place on our Riverside Campus in Chester, which has its own learning resources. The course can also be taught in schools and settings.

Learning alongside experts from the field through a range of learning and teaching experiences, you will enjoy lively debate and discussions around policy and practice.

What will I learn?

Collectively, the three modules on the course will provide comprehensive coverage of advanced and specialist knowledge, skills and understanding for learners with a hearing impairment.

During the course, you will research, identify and evaluate effective strategies in supporting learning, thereby helping you to develop the ability to devise individual, personalised learning programmes and specialist services, as well as examine team work, collaboration and advisory roles in the field.

How will I be taught?

Teaching approaches on the course are designed to engage you as a self-directed learner, and include: lectures, group work, discussion, independent research, personal contextualised reflection, tutorials and use of the University’s Moodle virtual learning environment.

How will I be assessed?

Assessment tasks include an essay, a small-scale practitioner enquiry and an analytical case study.

Postgraduate Visit Opportunities

If you are interested in this courses we have a number of opportunities to visit us and our campuses. To find out more about these options and to book a visit, please go to: https://www1.chester.ac.uk/study/postgraduate/postgraduate-visit-opportunities

Request a Prospectus

If you would like to know more about the University please request a prospectus at: http://prospectus.chester.ac.uk/form.php

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The Audiological Science with Clinical Practice MSc is designed to train students from other disciplines as audiologists. Read more

The Audiological Science with Clinical Practice MSc is designed to train students from other disciplines as audiologists. This unique two-year programme includes a 12-month clinical placement and provides the core knowledge, skills and clinical competencies necessary for employment as an audiologist and/or hearing aid dispenser.

About this degree

The programme provides a detailed study of the hearing and balance mechanisms, their structure, function, pathology and assessment.

The successful student will become competent in a wide range of adult hearing assessments and adult hearing amplification and aural rehabilitation. In addition students will acquire skills that will allow them to assist in specialist areas, specifically balance and paediatric hearing assessments.

Students undertake modules to the value of 300 credits.

The full-time two-year programme consists of eight core modules (120 credits) and a dissertation/report (60 credits) in the first year, and four core clinical modules (120 credits) in the second year.

The postgraduate diploma two-year programme consists of eight core modules (120 credits) in year one, and four core clinical modules (120 credits) in year 2.

Year one core modules

Please note: only first-year modules can be taken in flexible mode. The in-service clinical placement modules need to be completed in one year - equivalent to year two of the full-time programme.

  • Signals, Systems, Acoustics and the Ear
  • Anatomy and Physiology of the Audiovestibular System
  • Balance
  • Clinical and Professional Practice
  • Diagnostic Audiology
  • Introduction to Amplification and Aural Rehabilitation
  • Paediatric Audiology
  • Research Methods and Statistics

Year two core modules

  • Clinical Adult Audiovestibular Assessment and Paediatric Hearing Assessment (30 credits)
  • Clinical Adult Diagnostics and Auditory Rehabilitation (60 credits)
  • Integrative Audiology
  • Living with Hearing Loss

Research project/report

All students undertake an independent research project which culminates in a dissertation of 10,000 –12,000 words. This is submitted at the end of year one.

Teaching and learning

The programme is delivered through a combination of lectures, seminars, case presentations, tutorials, enquiry-based learning, practical demonstrations and in-service clinical placements within accredited audiology departments in the NHS or private sector.

Assessment (formative and summative) is by essays, case presentations, mini -tests, final written and practical examinations, and dissertation.

Further information on modules and degree structure is available on the department website: Audiological Science with Clinical Practice MSc

Careers

It is anticipated that the majority of students will seek employment as audiologists within the UK, in both the NHS and private sector. The main area of activity is adult hearing assessment and rehabilitation. As experience is acquired, audiologists might develop an interest and expertise in balance assessment and rehabilitation, paediatric audiology, tinnitus, cochlear implants, middle ear implants, and bone-anchored hearing aids.

With further experience it is anticipated that graduates might also move towards management, research or teaching.

Employability

Although the programme is vocational and career-specific (audiology) some of our graduates have pursued academic careers, completing PhDs and taught doctorates. International students have used the knowledge and skills gained to promote and develop audiological services in their home countries. Graduates will also acquire many transferable skills, for example, excellent communication skills, the ability to work under pressure, the ability to work independently and in teams, and excellent interpersonal and research skills.

Why study this degree at UCL?

The UCL Ear Institute is a recognised international centre of excellence for research and training with strong links to the Royal National Throat, Nose and Ear Hospital and other specialised audiology departments in London.

Our programme aims to ensure that graduates are scientifically literate at postgraduate level and clinically competent within an audiology setting, and that graduates from a relevant discipline acquire the knowledge and skills to practise as an audiologist and/or hearing aid dispenser or pursue a research career.

Our programme allows students the opportunity to network with a variety of different professionals, particularly audiologists, and doctors with specialist interests in ENT or audiovestibular medicine.

Research Excellence Framework (REF)

The Research Excellence Framework, or REF, is the system for assessing the quality of research in UK higher education institutions. The 2014 REF was carried out by the UK's higher education funding bodies, and the results used to allocate research funding from 2015/16.

The following REF score was awarded to the department: Ear Institute

83% rated 4* (‘world-leading’) or 3* (‘internationally excellent’)

Learn more about the scope of UCL's research, and browse case studies, on our Research Impact website.



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The aim of this module is to develop your understanding of the specialism of paediatric audiology. This module includes problem-based learning, and will also provide you with learning opportunities in a range of generic skills relevant to clinical scientists. Read more

The aim of this module is to develop your understanding of the specialism of paediatric audiology. This module includes problem-based learning, and will also provide you with learning opportunities in a range of generic skills relevant to clinical scientists.

Module Aims

To facilitate the development your knowledge of paediatric audiology, your skills in critically appraising scientific arguments and evidence, and your skills at collaborative working as is required for effective practice in paediatric audiology.

Learning Outcomes

Having successfully completed this module you will be able to:

  • Explain current knowledge on the epidemiology of childhood hearing loss, effects of hearing loss on child development and the general aetiological investigations used after identification of hearing loss
  • Critically evaluate the scientific bases and clinical utility of paediatric hearing assessment methods in the context of child development, the aim of the assessment (e.g. screening, diagnosis and habilitation), principal habilitation options and current research in the field
  • Critically compare common approaches to habilitation of children with hearing loss, including hearing-aid prescription and evaluation, cochlear implant technology (for children with severeto- profound hearing loss) and other common and emerging forms of management
  • Demonstrate mastery of effective self-directed learning and scientific communication

Syllabus

• The principles and practice of newborn hearing screening programmes.

• Non-audiological assessment methods relevant to paediatric audiology.

• Behavioural assessment methods for children and stages of assessment.

• The importance of timely hearing assessment and its link to speech and language development.

• Factors that contribute to the successful hearing assessment of a child, e.g. accuracy, sensitivity, reliability and the scientific evidence underlying paediatric assessment methods.

• Planning and implementation of audiological assessment strategies taking into account the needs of the individual patient.

• Principles of selection, prescription, verification, evaluation and monitoring of amplification for children including the role of carers and other professional in the process.

• Planning and implementation of a rehabilitation strategy taking into account the needs of the individual.



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This programme approved by the National College for Teaching and Leadership (NCTL) for training teachers of deaf children seeking the Mandatory (MQ) qualification is offered as a distance learning course. Read more

This programme approved by the National College for Teaching and Leadership (NCTL) for training teachers of deaf children seeking the Mandatory (MQ) qualification is offered as a distance learning course. Successful completion of this programme leads to General Teaching Council recognition as a qualified teacher of the deaf. An alternative programme is also open to teachers (as well as other professionals with appropriate qualifications) working with children and young people with hearing impairment who are not seeking the MQ.  

Course details

This distance learning programme approved by the National College for Teaching and Leadership (NCTL) has been offered at the University of Birmingham since 1989. It is open to teachers who are qualified to teach learners in England (from 0 to 25 years of age) who wish to gain the mandatory qualification of teacher of the deaf. The programme aims to equip teachers who are already qualified to teach learners in England to meet the relevant NCTL standards to achieve qualified teacher of the deaf status.

It is also open to other professionals who do not wish, or are not eligible, to obtain qualified teacher of the deaf status – for example lecturers of deaf students, communication support workers and educational psychologists. Applicants who are not qualified teachers of school-aged pupils may take the University (non mandatory) Award but will not be eligible to obtain qualified teacher of the deaf status from the NCTL.

Study is supported through study packs, tutorial groups, telephone, email, web based learning and online materials, and through an allocated tutor in a small tutorial group which allows students to learn with each other. Internet access is required for the programme. There is a University based study week in January each year, at which attendance is compulsory. 

Students who successfully complete all modules for the Postgraduate Diploma may choose to transfer to the MEd. 

Nature of the Programme

Those candidates who successfully complete the Postgraduate Diploma may use this as credits towards the degree of MEd. The course content is identical for both levels of study, but students studying for the higher Postgraduate Diploma level will be expected to submit assignments which are both longer and display a greater degree of reflection and insight. 

This is a distance education programme and regular attendance at the University is not required. Course content is embodied in a series of written and online course Units with accompanying recommended reading and resource materials. Attendance is compulsory at two annual Residential Schools at the University of Birmingham, and students are expected to attend seminars/workshops held in the students’ region. The most common pattern is six seminars lasting three hours each academic year, held on Saturdays, but there may be some regional groups may negotiate a different pattern. Regional tutors are appointed by the University to organise regional seminars and help in course assessment.

The Residential Schools provide opportunities for demonstrations and practice in the use of materials and equipment, lectures, discussions and tutorials.

Support for Deaf and Disabled students

The University of Birmingham welcomes applications from deaf and disabled students. We strongly encourage students applying to this course who may require support (including communication support) or who may require reasonable adjustments to be made as a result of a physical, sensory, mental health or learning support need to register with the disability, learning support and mental health team. Eligible students are also encouraged to apply for Disabled Students Allowance (DSA) which may provide funding towards equipment, software and support where required.   

Support for all Students

The University appoints Honorary Tutors who are responsible for organising and providing regional seminars for small groups of students. The University team works closely with these tutors to ensure an effective system of academic, practical and pastoral support. These seminars are essential components of the Programme of Study. Candidates must be prepared to undertake some travelling, within a region, in order to meet with their group.

Also, each student is expected to obtain the services of a local qualified teacher of the deaf who will act as a ‘mentor’ and assist them throughout the course. Mentors are asked to support the student in a number of ways, for example, setting ideas presented in the course materials within a local context, helping with the arrangements for visits, and facilitating access to equipment.

A further level of student support is offered via the programme’s elearning web pages, and students need to have access to the internet. Students must also have regular access to e-mail throughout the course.

The Role of the Education Authority/School

The employing authority/school in which the student is located needs to:

  • Identify for the University a qualified experienced teacher of deaf children who will act as mentor for the student (see above). On average approximately one hour a week of local support is needed. In some small schools and authorities it might be necessary to buy in this support. 
  • Release the candidate from teaching duties for at least half a day per week for work related to the Programme of Study and for the seventeen days practical placement during year 1.
  • Release the candidate for the two annual Residential Schools.
  • Note that as the regional seminars, the visits programme and teaching placements may involve considerable travelling for the student, and authorities might wish to cost such travelling into their estimates for the total cost of the course.

The Teaching Placement

Those teachers who wish to obtain the mandatory qualification of teacher of the deaf will need to undertake a teaching placement.



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This course provides a fast-track route to an audiology qualification for individuals who hold a degree (or equivalent) in a related discipline (linguistics, psychology, physics, behavioural science, biomedical science, speech and language therapy or some combination of these). Read more

This course provides a fast-track route to an audiology qualification for individuals who hold a degree (or equivalent) in a related discipline (linguistics, psychology, physics, behavioural science, biomedical science, speech and language therapy or some combination of these).

Audiologists work with patients to identify and assess hearing and/or balance disorders, recommending and providing appropriate rehabilitation and management. An audiologist will assist in the promotion of normal communication as well as the prevention, identification, assessment, diagnosis, treatment and management of the following: hearing and/or balance disorders that arise in the peripheral and/or central auditory and/or vestibular systems; functional hearing disorders; and central auditory processing disorders.

An audiologist should also be able to identify developmental or acquired disorders of speech, language and language processing caused by a hearing loss, and make referrals to an appropriate professional.

The course is organised in three broad strands. You will study supporting subjects such as linguistics, anatomy, physiology, psychology, neurology and research methods. You will learn theoretical audiology knowledge relating to hearing and balance, and you will carry out an element of professional practice through placement-based and university-based learning of practical clinical skills, clinical decision-making, reflection and professional issues. Knowledge, understanding and skills acquired in the theoretical modules are integrated and applied to clinical practice throughout the course.

Teaching, learning and assessment

The course is taught using a variety of interactive learning methods including lectures, tutorials, seminars, workshops, laboratories, group work, role-play and interactive computer sessions. The development of interpersonal skills and professional skills and attitudes is also a major focus of the learning and teaching programme. Learning activities are guided using web-based programmes. A variety of assessments are used for example essays, individual presentations, electronic portfolios, group discussions, case studies, practical skills as well as a final dissertation. Class sizes are normally 10 - 15 students.

Teaching hours and attendance

Each module which you study on campus will require you to attend classes and carry out independent work. Your attendance at QMU will depend on which module you are studying. In most instances, the taught elements of this course occur over three consecutive days. It is suggested that students use the other days for independent study.

Links with industry/professional bodies

The course provides graduates with eligibility to register with the Registration Council for Clinical Physiologists (RCCP) in the United Kingdom/ Academy of Health Care Scientists.

Modules

15 credits: Neurology for Speech Therapy and Audiology/ Linguistics and Culture in Signed and Spoken Languages/ Advanced Audiological Assessment/ Multidisciplinary Working

30 credits: Audiological Assessment/ Aural Habilitation and Rehabilitation/ Technology for Hearing Impairment/ Vestibular Assessment and Rehabilitation/ Research Methods

Level 10 credits

20 credits: Audiological Clinical Skills/ Professional Practice for Audiology 40 credits: Clinical Audiology 1,2 & 3 (placement modules) If studying for the MSc you will also complete a dissertation (60 credits).

Careers

Graduates may work within the National Health Service and private sector. A further assessment is required in order to work as a registered Hearing Aid Dispenser. There are also career opportunities for research in universities and research institutes.

Quick Facts

  • This course includes 34 weeks of structured placements throughout Scotland, Northern Ireland and the North of England.  
  • It draws on scientific principles to inform clinical practice.  
  • Practical skills are taught on campus and students have access to a wide range of equipment.


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The Audiological Science MSc provides a detailed study of the hearing and balance mechanisms. their structure, function and pathology. Read more

The Audiological Science MSc provides a detailed study of the hearing and balance mechanisms: their structure, function and pathology. The relationship between laboratory research and clinical aspects forms a key element: lectures, demonstrations and tutorials will be complemented by practical experience in the clinic and laboratory.

About this degree

Students learn how people develop, or are born with, hearing and/or balance difficulties; how to test for hearing and balance problems and how to rehabilitate or habilitate patients with these problems. They learn the theory and science underpinning these practical clinical skills including acoustics and the anatomy and physiology of the auditory and vestibular systems.

Students undertake modules to the value of 180 credits.

The programme consists of eight core modules (120 credits) and a research project (60 credits).

A Postgraduate Diploma, eight core modules (120 credits), full-time nine months is offered.

Core modules

  • Signals, Systems, Acoustics and the Ear
  • Anatomy and Physiology of the Audiovestibular System
  • Diagnostic Audiology
  • Introduction to Amplification and Aural Rehabilitation
  • Balance
  • Paediatric Audiology
  • Clinical and Professional Practice
  • Research Methods and Statistics

Optional modules

There are no optional modules for this programme.

Dissertation/report

All MSc students undertake an independent research project which culminates in a dissertation of approximately 10,000–12,000 words.

Teaching and learning

The programme is delivered through a combination of lectures, tutorials, practical demonstrations, and clinical placements. Practicals will consist of observations followed by supervised testing for rehabilitation and diagnostics in the Ear Institute’s specialist Skills Laboratory. Assessment is by essays, presentations, written examinations, clinical practical examinations and the dissertation.

Further information on modules and degree structure is available on the department website: Audiological Science MSc

Careers

Many graduates are now employed as audiologists either within the NHS or private sector or work as hearing aid dispensers. 

Please note that the Audiological Science MSc does not meet the requirements of the UK regulatory bodies on its own. The programme provides the required theoretical skills and knowledge for clinical registration in the UK but does not provide the practical training required. Applicants wishing to practise as an audiologist or hearing aid dispenser in the UK will need to transfer to the Audiological Science with Clinical Practice MSc (two-year full time). This is subject to availability and there is a competitive interview process.

Recent career destinations for this degree

  • Audiologist, Princess of Wales Hospital (NHS)
  • Audiologist, St George's Hospital (NHS)
  • Senior Assistant Audiologist, Kingston Hospital NHS Foundation Trust
  • Student Audiologist, Maidstone and Tunbridge Wells NHS Trust
  • Trainee Healthcare Scientist, Hampshire Hospitals NHS Foundation Trust and studying MsC Neurosensory Science, Aston University

Employability

As well as working as audiologists, graduates have also pursued academic careers, completing PhDs and taught doctorates. International students have used the knowledge and skills gained to promote and develop audiological services in their countries. It is suitable for audiologists who have no graduate-level qualification in audiology and wish to develop their careers, or academic researchers who have a specialist interest in audiology.

Careers data is taken from the ‘Destinations of Leavers from Higher Education’ survey undertaken by HESA looking at the destinations of UK and EU students in the 2013–2015 graduating cohorts six months after graduation.

Why study this degree at UCL?

The UCL Ear Institute is the largest and most broad-based academic unit for research into hearing and deafness in the UK. Students benefit from the range of clinical and research expertise among its staff.

The UCL Ear Institute is associated with the Royal National Throat, Nose and Ear Hospital, which houses the largest clinical audiology unit in the country, and works closely with NHS audiology departments to provide placement and observation opportunities for students.

The programme has close links with healthcare providers and industry (e.g. hearing aid manufacturers) providing students with access to the latest practice and technology and excellent networking opportunities.

Research Excellence Framework (REF)

The Research Excellence Framework, or REF, is the system for assessing the quality of research in UK higher education institutions. The 2014 REF was carried out by the UK's higher education funding bodies, and the results used to allocate research funding from 2015/16.

The following REF score was awarded to the department: Ear Institute

83% rated 4* (‘world-leading’) or 3* (‘internationally excellent’)

Learn more about the scope of UCL's research, and browse case studies, on our Research Impact website



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This course is suitable for audiologists from a wide range of clinical settings who are interested in aural rehabilitation. The course will provide you with further knowledge and skills in adult and paediatric aural rehabilitation to support career development and progression for qualified audiologists. Read more

This course is suitable for audiologists from a wide range of clinical settings who are interested in aural rehabilitation. The course will provide you with further knowledge and skills in adult and paediatric aural rehabilitation to support career development and progression for qualified audiologists.

The course aims to create an intellectually stimulating opportunity for you to develop academic knowledge and research skills, thus enhancing your practice in rehabilitative audiology. Suitable for international, UK and local audiologists, the course will develop knowledge of the evidence base in practice and further develop critical thinking, clinical reasoning and research knowledge.

The course is organised in three broad strands: 

  • Research (Research Proposal and Dissertation) 
  • Rehabilitative Audiology 
  • Professional Practice

Knowledge, understanding and skills acquired across the course will be integrated and applied in the clinical setting throughout all modules. This course will ensure that the audiologist acquires the advanced knowledge required to work with complex Audiological cases as well as managing service input.

PgCert in Hearing and Communication

The PgDip/MSc (Post-Registration) in Rehabilitative Audiology is open only to qualified audiologists but includes modules that are of interest to a range of professionals. The PgCert in Hearing and Communication has been developed to allow students from a variety of non-audiology backgrounds the opportunity for further study in relation to hearing impairment and auditory/ vestibular rehabilitation.

Students may take up to four years to complete the 60 credits required to be awarded a PgCert. Applicants might include: speech and language therapists; teachers of the deaf; linguists; any health professional interested (Post-Registration) in developing their knowledge and skills in relations to hearing and balance management. It is acknowledged that each of these groups has unique needs and concerns which will be taken into consideration during the admissions process and throughout the programme.

The minimum entry requirement for the Pg Cert in Hearing and Communication will normally be a first or second class BSc (Hons) degree in a related discipline (eg education, psychology, linguistics, speech and language therapy or another health science).

Teaching, learning and assessment

This is a distance learning course and students engage with staff members and each other through regular contact within the online teaching and learning environment. An extensive range of learning technologies – including The Hub, eportfolio and multimedia resources – will be available  to support directed, independent learning.  Learning materials may include narrated PowerPoint lectures, video or audio clips, reading materials, case-based data, guided learning activities, discussion boards and self-assessment quizzes. Online seminars and discussion groups will be scheduled to allow maximum participation. Discussions and seminars will also be archived to allow students to review the content after the event. Assessment is carried out through case-based assignments, reflective journals, research reports, electronic portfolio, online discussions as well as a final dissertation.

Teaching hours and attendance

We suggest that a student should spend an average of 18 hours on independent learning/ course work each week per module. This could include online discussions.

Modules

Advanced counselling: Theory and Practice (15 credits)/ Research Methods (30 credits)/ Adult Aural Rehabilitation: Advanced Practice (30 credits) OR Paediatric Aural Habilitation (30 credits)

A further 45 credits from: Hearing Technology: Advanced Theory and Practice (15 credits)/ Advanced Vestibular Rehabilitation (15 credits)/ Tinnitus and Hyperacusis (15 credits) / Language and Culture of Deaf People (15 credits) / Adult Aural Rehabilitation: Advanced Practice (30 credits)/ Paediatric Aural Habilitation (30 credits)

If studying for the MSc, you will also complete a dissertation (60 credits).

Careers

Graduates may work within the National Health Service and private sector. There are also career opportunities for research in universities and research institutes.

Quick Facts

  • This course is delivered completely online. 
  • It offers flexible learning pathways and draws from clinical experience.  
  • This course provides interaction with students from various backgrounds and contexts which supports critical


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In this practical, week long course you'll develop the skills that are associated with undertaking a risk assessment of noise exposures in the workplace. Read more

Why choose this course:

• In this practical, week long course you'll develop the skills that are associated with undertaking a risk assessment of noise exposures in the workplace.
• You'll gain knowledge and understanding of the Control of Noise at Work Regulations 2005, and associated guidance documents.
• You'll develop your knowledge of fundamental noise control methods.
• We're one of the leading centres in delivering short courses in noise, with over 20 years of experience.

About the course:

If you're a health and safety manager or work within health and safety, this course is for you. It's also increasingly popular with people working in noise consultancies.

The course will start on a Monday and will take five days to complete. You'll take a practical exam on the Friday. There's also a written exam that is normally held on a Friday about two weeks after the course.

We've divided the course into six key areas:

Basic concepts of noise

You'll receive an overview of the basic definitions and principles of sound, noise indices and units, and learn how to undertake basic calculations involving decibels.

Measurement and instrumentation for noise assessment

You'll go through the basic features and properties of an integrating sound level meter, the calibration of meters and the properties of a dosimeter.

Noise exposure assessment

You'll review measurement strategies, including the limitations of data collection and the calculation of personal noise exposure levels.

Hearing, hearing loss measurement and protection

You'll focus on the structure of the ear and the hearing mechanism, and review hearing defects and their social implications. You will also look at the types of hearing protectors, their limitations and advantages, and their performance.

Overview of legal aspects

It's vital to be up to date with legislation so you'll consider primary legislation (Health and Safety at Work Act 1974) and other regulations and codes of practice. You'll also review the Control of Noise at Work Regulations 2005.

Noise reduction techniques

You'll look at the basic methods of noise control in the workplace, from its source to its transmission path and, finally, to the receiver.

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Our MSc Audiology course is aimed at science graduates who want to develop their knowledge and understanding of audiology. Read more

Our MSc Audiology course is aimed at science graduates who want to develop their knowledge and understanding of audiology.

The course focuses on the theoretical, practical and clinical basis of the science of audiology, including the identification, assessment, rehabilitation and management of adults and children with audiological and vestibular dysfunction.

Our course includes two short clinical placements in the north-west - one in an NHS audiology department and one in the independent sector - to help you gain valuable practical experience while you learn.

You will learn from internationally recognised experts at the Manchester Centre for Audiology and Deafness (ManCAD) while studying on this course.

Clinical training

Once you have completed this MSc, you will need to undertake a further clinical training programme called the Certificate of Clinical Competence (CCC) to achieve clinical competency and eligibility for registration as a qualified audiologist or hearing aid dispenser practicing in the UK. Non-EU students are not eligible to apply for the CCC programme.

Manchester offers this further clinical training through the CCC, which is accredited by the Health and Care Professions Council (HCPC) and the Registration Council for Clinical Physiologists (RCCP).

Places on the CCC are limited, as we are constrained by regional clinical placement training capacity in the NHS. Places on the CCC are therefore offered via a competitive entry process which involves an interview, technical assessment and communication task in Semester 2 of the MSc Audiology course.

When considering applicants for the CCC, we seek individuals who have the personal qualities and skills required to succeed in a clinical training environment, including:

  • excellent communication skills (written and verbal)
  • excellent interpersonal skills (conflict management, team player)
  • motivation to work in a healthcare environment
  • motivation to work with patients, particularly the elderly
  • ability to learn and grasp new ideas and concepts
  • ability to prioritise and manage a high workload
  • punctuality and reliability.

All successful applicants who are offered a CCC place will be allocated a clinical training placement in the north-west.

Please note that there is no funding available for the CCC programme and successful applicants will be required to self-fund travel costs, accommodation costs and the CCC programme fees. The CCC programme fees are currently £4,500 and are reviewed annually.

Information for international applicants

The CCC is only open to EU applicants. Non-EU applicants are not eligible to apply for a position on this course. We strongly advise international applicants to check if clinical training programmes are available to them in their home country before considering undertaking the MSc Audiology course at Manchester.

Aims

This course aims to:

  • offer you a broad and thorough education in the identification, assessment, rehabilitation and management of adults and children with audiological and vestibular dysfunction, with a critical and evaluative understanding of the underlying scientific, medical, public health and disability knowledge base;
  • develop your practical knowledge and skills related to core clinical procedures;
  • further develop your research and critical skills by undertaking a piece of original research and presenting your findings via a research dissertation.

Special features

Inter-professional learning

You will have the opportunity to attend some professional practice lectures and workshops alongside healthcare scientists from a variety of fields.

Practical experience

Gain valuable practical experience through two one week clinical placements, one in an NHS audiology department in the north-west and the other in the independent sector.

Research experience

You will be required to design and complete a research project as part of the course, helping develop your research skills and giving you the opportunity to focus on a specific area of interest within audiology.

Expert teaching

This course is led by members of the Manchester Centre for Audiology and Deafness (ManCAD), an internationally recognised multi-million pound hearing research programme. Manchester's hearing health research is benefiting as part of a £28.5 million investment through the NIHR Manchester Biomedical Research Centre, so MSc students will benefit greatly from studying in an intensive and high-quality research environment.

Teaching and learning

Many of the staff involved with this course are actively involved in either scientific or pedagogical research. Where possible, members of staff teach course units related to their research interests, so they are able to keep their teaching informed and up to date.

A large number of the teaching staff are also clinically trained audiologists, hearing therapists or hearing scientists.

We use a range of teaching and learning methods, including lectures, small group work, student-led seminars, problem-based learning and online learning.

In addition, you will be required to undertake independent study to further develop and consolidate your learning.

To develop clinical skills, you will be required to undertake practical skills training as part of the course.

Find out more by visiting the postgraduate teaching and learning page.

Coursework and assessment

We use a variety of assessments within individual course units and across the course as a whole. All assessments require students to integrate knowledge and understanding, and apply this to your own practice relevant to the outcomes of each unit.

Assessment methods include:

  • essays
  • examinations
  • case studies
  • assessed seminar presentations
  • literature reviews
  • OSCEs (Objective Structured Clinical Examinations)
  • placement reports
  • reflective practice.

A substantial and mandatory component of the MSc involves the design and completion of a high-quality research project. The research project component represents 33% of the MSc (ie 600 hours or four months' full-time study).

The project is completed under supervision in an area related to audiology. The research project is an opportunity for you to consolidate much of your previous learning and to pursue a specialist area of interest that is relevant to your future career in audiology.

Facilities

You will use high-quality laboratory equipment and facilities for the teaching of practical skills. You will have access to these facilities outside of timetabled sessions to facilitate individual practice of procedures that carry minimal risk.

You will also be able to access a range of facilities throughout the University.

Disability support

Practical support and advice for current students and applicants is available from the Disability Advisory and Support Service .



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