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This curriculum document, a consensus from the International Association of Physicians in Audiology’s European Division, sets the standards for education and practice in Audiological (Audiovestibular) Medicine. It defines competencies, learning objectives, and skills essential for specialists working with hearing and balance disorders. The curriculum covers areas such as congenital deafness, diagnostic skills, effective communication, and the importance of cultural sensitivity. It emphasizes the importance of involving other medical professionals and supporting deaf individuals throughout their transitions. Competency is seen as a combination of knowledge, skills, and attitudes. The document organizes curricular content into core fields, including Paediatric and Adult Audiological Medicine, Vestibular Medicine, and practical procedures. It also highlights the relevance of other medical disciplines such as Neurology, Psychology, Genetics, and Radiology in the field of Audiological Medicine.
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Audiological MedicineCurriculum International Association of Physicians in Audiology (IAPA) – European Division Consensus Document October 2008
Origins: 5 decades of training in Audiovestibular Medicine 2 decades of curriculum • Consensus document : based in 4 IAPA curriculum meetings Lund, Berlin, London and Ferrara 2006-2008 • Representatives from • Denmark • Germany • Italy • Malta • Poland • Spain • Sweden • UK • Additional consensus: • Representatives from • North America • Indian subcontinent • Egypt • Africa • China
A Curriculum... • defines optimal patient care • defines what we know, what we do and how we do it • sets standards of training and practice • is competency based and not time based • is a living document • facilitates not limits • is the starting point not the end point • should be in the public domain and accessible globally
Therefore • Our curriculum defines the competencies we would expect of a specialist working in the field of Audiological (Audiovestibular) Medicine providing medical care to patients with disorders of hearing and balance
A curriculum • Defines • Learning objectives • Knowledge • Skills Competencies • Attitudes • (Model of Learning ) • Programmes • Masters degree • (Assessment of competencies)
Example: Congenital deafness in a child • Objective: • To be able to suspect, diagnose and manage congenital and prelingual deafness in children
Knowledge To Know: • the signs and symptoms of deafness • the aetiology of hearing disorders and the likelihood of involvement of other systems • the appropriate aetiological investigations • normal general child development • the speech & language development of normal and deaf children • the indications, application and problems of audiological tests • amplification methods including conventional hearing aids and CI • methods of assessing benefit and problems with amplification • alternative modes of communication • management of a deaf child • about the educational needs of deaf children and statutory provision • of possible psychological /cultural issues surrounding hearing loss and their immediate and long term management • when to refer for further medical opinions and to other allied professionals • about newborn hearing screening and the management of children who fail • about the needs of the deaf adolescent during transition and transfer to adult services
Skills To be able to: • take an accurate history including pre-, peri- and post-natal history and family history • elicit sensitive information from the parents/patient that are relevant to management • undertake an accurate and reliable clinical examination • recognise features indicative of syndromic deafness • select the appropriate tests that are required to assess the child • interpret the results of these tests • select and interpret appropriate aetiological investigations • communicate effectively with both patient and parents, including those whose first language is not English • work effectively through an interpreter • communicate effectively with colleagues verbally and in writing • assess benefits and problems of intervention • use basic sign language
Attitude To recognise: • the importance of the history including family history & developmental history in making a diagnosis. • the cultural issues and parental views with regards to deafness and its management • the anxiety and stress caused by suspected deafness and the possible natural reactions surrounding the diagnosis • the effect of audiological and aetiological uncertaintyfollowing identification of significant deafness in the newborn period • the importance of involvement of other professionals in the management of deaf children • the importance of multidisciplinary team work and ability to communicate effectively with colleagues and parents both verbally and in writing • the needs of the deaf adolescent during transition and transfer • appreciate the value of voluntary agencies in supporting the family and child
Competency = knowledge + skills + attitude
Curriculum • Purpose • Foundations • Background Knowledge • Basic sciences • Preventive Medicine • Instrumentation • Generic Skills • Skills • Attitudes
Curriculum • Core Fields • Paediatric Audiological Medicine • Adult Audiological Medicine • Adult Vestibular Medicine • Paediatric Vestibular Medicine • Practical Procedures • Paediatric Audiological Medicine • Adult Audiological Medicine • Vestibular Medicine – adult and paediatric
Other Medical Disciplines • Otorhinolarygology • Developmental Paediatrics • Neurology • Paediatric neurology • Ophthalmology • Paediatric Ophthalmology • Psychology/Psychiatry • Child Psychology/Psychiatry • Genetics • Care of the Elderly • Immunology • Radiology
