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The Role of IAPA and an ENT Physician practicing an Audiovestibular Medicine

The Role of IAPA and an ENT Physician practicing an Audiovestibular Medicine. Ewa Raglan IAPA 2014 17 th International Congress in Audiological Medicine In connection with Hearing International Annual Meeting Bangkok, Thailand 5-7 th November 2014.

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The Role of IAPA and an ENT Physician practicing an Audiovestibular Medicine

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  1. The Role of IAPA and an ENT Physician practicing an Audiovestibular Medicine Ewa Raglan IAPA 2014 17th International Congress in Audiological Medicine In connection with Hearing International Annual Meeting Bangkok, Thailand 5-7th November 2014

  2. International Association of Physicians in Audiology-constitution • Maintain/improve clinical, ethical and scientific standards relevant to medical practice in audiology • Strengthen connection between AVM and related specialities • Provide opportunities for members to discuss items of mutual interest • Provide opinion on AV topics to other bodies

  3. IAPA • Support training programmes / research relevant to the speciality • Disseminate relevant information • Promote cooperation at national/international level to reach solutions of relevant clinical/medico-legal, occupational, preventive, public health and social problems

  4. IAPA activities • Website • Notice board announcements • Biannual conferences • Association’s Journal (Hearing Balance Communication) • Courses: Information, reviews

  5. IAPA Activities- some … • Curriculum in the subject of the audiovestibular disorders in children and adults for training of ENT doctors in Europe • It is being discussed by UEMS(Union of European Medical Specialities ,latest October 2014) and will be examined in the European Otolaryngological Final Examination

  6. D R A F T* UNION EUROPEENNE DES MEDECINS SPECIALISTES (UEMS) EUROPEAN UNION OF MEDICAL SPECIALISTS (UEMS) Hearing and Balance in adults and children (subspecialty of ORL-HNS) Training Programme and Logbook Subspecialty UEMS working group (ORL or affiliated): • Eva Raglan (UK) • Heikki Löppönen (Finland) • Ulf Schönsted-Madsen (DK) • Ligija Kise (Latvia) René Dauman (France) and, at earlier step, Kajsa-Mia Holgers With contributions from three EFAS Board members (all PhD) Jan Wouters (Belgium) Martin Kompis (Switzerland) Kurt Stephan (Austria) • * To be approved at Dubrovnik (next UEMS section and Board meeting, 3 October 2014) 1

  7. Framework of this training programme • Similarly to UEMS ORL-HNS training programme, is expected to serve as a guideline for training centres • Main difference with the UEMS ORL-HNS training programme: subspecialty • Among characteristics : length of education (6 years for MD, 5 years for ENT, 2 years for subspecialty = 13 years) • Can be shortened to 12 years if started last year of ORL-HNS training (cost for society and successful individuals) 2

  8. Fields of interest in training • Investigation, diagnosis and management of Adults with • disorders of hearing and balance • tinnitus • auditory communication problems • The same disorders in Children are part of the programme, though paediatrics is also practised by other medical subspecialties in some countries (all ENT-related: phoniatrics, audiovestibular medicine) and non-medical audiologists in other countries (PhD scientists) 3

  9. Overlap with other professions as major issue in audiology • Training programmes involving different professions, especially at European level, can soften antagonisms or rivalries • Personal proposals: (1) to include EFAS PhD scientists in this European training programme; (2) to integrate more EFAS PhD scientists in PhD thesis for ORL-HNS trainees (or post-graduates) • Such interactions already exist in some countries, but their influence appears rather limited (likely for political reasons) Rene Dauman 4

  10. This training programme is anchored in global health (ear is not isolated) • Whenever we deal with patients, this basic principle needs to be emphasized, because it is intimately linked to patients’ needs and public health prevention 5

  11. Overview of logbook training content • Background knowledge • Basics sciences (partly already taught in former education for ORH-HNS) • Preventive medicine • Instrumentation (test equipment and rehabilitation) 6

  12. Overview of logbook training content • Background knowledge • Generic skills • Clinical skills • Communication skills • Patient approach 10

  13. Overview of logbook training content • Background knowledge • Generic skills • Core fields • (Adult/Paediatric hearing/balance disorders) • Practical procedures • Adult/paediatric hearing disorders • Adult/peadiatric balance disorders 19

  14. Overview of logbook training content • Background knowledge • Generic skills • Core fields • Practical procedures • Related medical disciplines 22

  15. Related medical disciplines • Neurology • Ophthalmology • Psychology/psychiatry • Genetics • Care of the elderly • Immunology and allergy • Radiology 23

  16. Paediatric vestibular medicine • Causes of dizziness/ inbalance • Childhood presentations of dizziness/ inbalance • Developmentally appropriate balance assessment • Techniques suitable for investigations of children of different ages/Interpretation • Treatment options and vestibular rehabilitation approaches in children

  17. Requirements of training posts • Training post must provide the evidence that required supervision and assessments can be achieved • The sequence of training should ensure appropriate progression in experience and responsibility • The trainees have access to all facilities required to gain practical competencies • Trainee has an educational and clinical supervisor • Learning through observation, clinical practice, attendance at regional training days, attendance at lecture, tutorials, journal reviews, research projects 29

  18. Training • Training Centres Accreditation :conditions • Number of patients seen • Type of disorders seen in the centre • Manpower: level of training / teaching/ • Equipment • Teaching facilities : library, journals • Research

  19. Assessment methods • It is expected that trainees will undergo regular assessment of competencies in the various areas of the curriculum covered according to the training requirement of the individual country • The integrated assessment system should comprise both workplace assessments and knowledge based assessments • Workplace assessments should take place throughout the training program to allow trainee to continually gather evidence of learning and to provide trainee with formative feedback. 30

  20. Thank you

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