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University of Florida

Doctor of Audiology Program. University of Florida. Program Overview Genesis of our Formative Assessments Status of our Summative Assessments Future Plans. Joint Audiology Program. Provost. Liberal Arts and Sciences. Health Professions. Communicative Disorders. Communication

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University of Florida

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  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.

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