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Audiological Medicine Curriculum

Audiological Medicine Curriculum. 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

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Audiological Medicine Curriculum

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  1. Audiological MedicineCurriculum International Association of Physicians in Audiology (IAPA) – European Division Consensus Document October 2008

  2. 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

  3. 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

  4. 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

  5. A curriculum • Defines • Learning objectives • Knowledge • Skills Competencies • Attitudes • (Model of Learning ) • Programmes • Masters degree • (Assessment of competencies)

  6. Example: Congenital deafness in a child • Objective: • To be able to suspect, diagnose and manage congenital and prelingual deafness in children

  7. 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

  8. 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

  9. 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

  10. Competency = knowledge + skills + attitude

  11. Curriculum • Purpose • Foundations • Background Knowledge • Basic sciences • Preventive Medicine • Instrumentation • Generic Skills • Skills • Attitudes

  12. 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

  13. Other Medical Disciplines • Otorhinolarygology • Developmental Paediatrics • Neurology • Paediatric neurology • Ophthalmology • Paediatric Ophthalmology • Psychology/Psychiatry • Child Psychology/Psychiatry • Genetics • Care of the Elderly • Immunology • Radiology

  14. Thank you

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