University of Florida

1. Doctor of Audiology Program University of Florida

2. Program Overview • Genesis of our Formative Assessments • Status of our Summative Assessments • Future Plans

3. Joint Audiology Program Provost Liberal Arts and Sciences Health Professions Communicative Disorders Communication Sciences and Disorders Au.D. Program

4. Audiology Faculty • 9 Ph.D. Faculty teaching, advising, and supervising. • 4 Au.D. Clinical Faculty supervising. • Adjunct Faculty supervising.

5. On Campus Program • First students entered in Fall 1998 • First 3 students graduated in May 2000 • Enrollment 2000-01: 32 full-time • 10 first year • 9 second year • 9 third year • 4 fourth year

6. Academic Coursework Basic Auditory Sciences Applied Audiology Medicine Business Health Care Admin Research Tools & Experience Clinical Experiences Observation Clerkship (8 hrs/wk) Internship (16) Graduate Audiologist (20) Externship (40) On-Campus Curriculum Totaling 125 Semester Hours

7. Formative Assessments • Demonstration of Knowledge Base • Demonstration of Clinical Skills Implemented in: • Lab Exams • Clinical Evaluations/Meetings • Annual Comprehensive Exams • Written • Oral • 3rd Year Practical

8. Formative Assessment Competencies associated with: • each Academic Course • Knowledge &Skills • each Clinical Placement • By Time and Supervisor (not just site) • Knowledge & Skills

9. Formative Assessments: Clinical Evaluations • By stage of the program: • Fall Year 1 • Spring Year 1 • Summer Year 1 • Fall Year 2, and so on. • Based on coursework and clinical experiences • Coursework generally consistent across students • Clinical experiences vary by student

10. Clinical Evaluations • Statements of competencies • Rated in terms of: • No Experience • Unsure • Fair (demonstrated 50% of time) • Average (demonstrated 70 to 80% of time) • Good (demonstrated 80 to 90% of time) • Excellent (demonstrated 90 to 100% of time) • Ratings by Supervisor and Student

11. Example: Areas for Year 1 • Professional Responsibility • Calibration • Conventional Audiometry • Counseling • Clinical Writing/Documentation

12. Otoscopy: ID basic landmarks Familiar with Clinical Audiometer Perform Pure Tone Screening Know Audiometric Symbols ID Conductive, Sensorineural and Mixed Losses on audiogram Perform Screening Tympanogram ID and describe type A, B and C tympanograms Example: Conventional Audiometry Fall Yr 1

13. Professional Responsibility Calibration Conventional Audiometry Vestibular Assessment and Management Audiologic Rehabilitation (children & adults) Counseling Hearing Aids Electrophysiology Auditory Processing Report Writing and Documentation Cochlear Implants Example: Areas for Year 3

14. Examples: AR-Children • Uses assessment tools (ESP, DASL) • Plans and conducts auditory-linguistic intervention program • Conducts family-centered intervention programs • Counsels parents on effects of child’s hearing loss • Determines benefit afforded by a sensory device

15. Formative Assessments: Audiology Grand Rounds • Case Presentations • Discussion of Issues, Questions • Timing is a challenge

16. Weekly Advanced Audiology Meetings • For 3rd Year Students (others are invited) • In response to student’s needs (Spiraling!) • Part of practicum assignment • 2 to 4 hours/week • Out of 20 hours/week • Inservice style • Hands-on practice

17. Annual Comprehensive Exams • Based on 12 major content areas • Attempts to assess • Integration • Critical Thinking • Trouble Shooting • Often Case-Based Questions • Written format

18. Summative Assessments: 3rd Year Comprehensive Examinations • Written Case Study Questions • Oral Exam • Practical Exam • PRAXIS 4th Year Externship Evaluations

19. Where to now? • Care and feeding of supervisors? • Fourth year interactions? • Web-based. • Weekly chats in grand rounds style. • How to improve preparation of life-long learners? • How to better assess outside areas? • Virtual experiences.