msc audiology - university of...
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MSc Audiology
School of Psychological Sciences Faculty of Medical & Human Sciences
Module Information
*Please note that this is a sample guide to modules. The exact content and combination of modules
may change without prior notice.
Course Unit Outlines
Neurosensory Science
1. AIMS
The unit aims to:
provide a theoretical and scientific foundation in the major academic areas in neurosensory science
relevant to audiologists, ophthalmologists, and neurophysiologists.
2. BRIEF DESCRIPTION OF THE UNIT
Description:
This 15 credit unit focuses on the structure and function of neurosensory systems. Students will gain an appreciation of how the function of auditory, visual and neurophysiological systems is dependent on the underlying anatomical structure and physiological mechanisms. The unit will utilise different teaching methodologies, with some topics being taught on campus via lectures, practical classes and tutorials while others will be delivered via Blackboard once students have returned to their host Trusts.
Content: An overview of the anatomy and physiology of the human body
The physics of sound and light
Anatomy and physiology of neurosensory systems
Central and peripheral neural pathways
Auditory and visual perception
3. INTENDED LEARNING OUTCOMES
Category of outcome Students should/will (please delete as appropriate) be able to:
Knowledge and
understanding
Scientific basis of Healthcare Science:
Describe the cellular, tissue and systems responses to
disease and discuss those body systems and processes
relevant to Neurosensory systems
Audiology theme:
Describe basic mathematics and physics relevant to
introductory acoustics and the use of appropriate units
Discuss the essential structures and functions of auditory
pathways
Understand key aspects of the perception of sound and how
these relate both to speech perception and to the
underlying anatomy and physiology
Neurophysiology theme:
Describe the peripheral, central and autonomic nervous system
Discuss the essential structures and functions of neural
pathways
Ophthalmic and Vision Science theme:
Describe the nature of light and concepts of optics including
refraction, focal length, optic power, and the effects of convex
and concave lenses
Discuss the essential structures and functions of visual pathways
Understand key aspects of the perception of visual stimuli and
how these relate to the underlying anatomy and physiology
Intellectual skills Critically appraise scientific literature
Critically analyse and objectively interpret information/data Practical skills Present information clearly in the form of verbal and
written reports
Communicate complex ideas and arguments in a clear and concise and effective manner.
Work effectively as an individual or part of a team.
Use conventional and electronic resources to collect, select and organise complex scientific information
Transferable skills and
personal qualities Effectively utilise a range of information sources including
information technology / health informatics.
Demonstrate capacity for self-learning and independent thinking and to utilise problem solving skills.
Demonstrate effective communication skills (verbal and written).
Be able to set priorities and link these with effective time management.
Critically evaluate their personal performance both as an individual and within a team.
Demonstrate skills in working collegiately and effectively with others as a member of a team.
4. LEARNING AND TEACHING PROCESSES (INCLUDING THE USE OF E-LEARNING)
Lectures, on-line learning, directed and related reading, self-directed study, tutorials
Clinical Applications of Neurosensory Sciences
1. AIMS
The unit aims to:
provide students with the knowledge that underpins the clinical rotations in Audiology,
Neurophysiology, Ophthalmic and Vision Science and Clinical Assessment and Investigations.
2. BRIEF DESCRIPTION OF THE UNIT
Description: This 30 credit unit focuses on pathologies and assessment techniques within the specialism’s of
Audiology, Neurophysiology, Ophthalmic and Vision Science. Students will also gain an appreciation
of how imaging is used to identify pathologies and the different patient pathways for patients
referred into all three specialisms. The unit will utilise different teaching methodologies, with some
topics being taught on campus via lectures, practical classes and tutorials while others will be
delivered via Blackboard.
Content: Hearing assessment techniques (Otoscopy, PTA, Tympanometry, Acoustic Reflexes, Auditory
Evoked Potentials)
Hearing pathologies (Outer, Middle, Inner Ear and Retrocochlear)
Assessment techniques within Neurophysiology (Electroencephalography, Nerve conduction studies, Visual Evoked Potentials, Somatosensory Evoked Potentials, Auditory Evoked Potentials, Imaging)
Diseases of the central and peripheral nervous system (Autoimmune, Inflammation, Ischemic, Tumours, Motor Neuron, Multiple Sclerosis, Epilepsy, Alzheimer’s/Dementia)
Visual assessment techniques (Snellen Charts, Slit Lamp, Ophthalmoscope, Tonometry, Electroretinography, Visual Evoked Potentials)
Eye disease (refractive errors, inflammation, nerve damage, vascular, trauma etc)
Health and safety aspects of imaging
Differential diagnosis
3. INTENDED LEARNING OUTCOMES
Category of outcome Students should/will (please delete as appropriate) be able to:
Knowledge and
understanding
Audiology theme:
Explain the range and function of the different recording
components of audiology equipment, various electrode
derivations and the requirements for the internal and
external calibration of auditory devices.
Critically evaluate the type of patient recordings, stimulus
and recording parameters used in the recording of auditory
evoked potentials.
Critically evaluate the fundamental principles of the
psychophysical assessment of auditory pathologies.
Describe the range and basic function of routine
audiological equipment and critically evaluate their use in
the everyday assessment of hearing, tinnitus and balance in
patients
Explore the framework underpinning aural rehabilitation of
adults with acquired hearing impairment.
Evaluate investigations and treatment of routine otological
and audiological disorders
Discuss the prevalence and incidence of hearing loss and
tinnitus
Understand basic mathematics and physics relevant to
introductory acoustics and the use of appropriate units
Neurophysiology theme:
Explain the range and function of the different recording
components of neurophysiology equipment, various
electrode derivations and the requirements for the internal
and external calibration of somatosensory devices
Critically evaluate the type of patient recordings, stimulus
and recording parameters used in the recording of
somatosensory evoked potentials
Describe the internal and external calibration requirements
of neurophysiological equipment and the effects of the
recording characteristic of the equipment components.
Describe how to recognise, measure and label, using the
correct nomenclature, the major components of all
modalities of evoked potentials used in the assessment of
patients attending neurophysiology.
Describe the causes of error encountered and the non-
pathological effect in the recording of evoked potentials
and their elimination.
Ophthalmic and Vision Science theme:
Describe the range of methods and ophthalmic equipment
used for the routine psychophysical assessment of vision.
Describe the principles and equipment used for imaging
and measurement of eye and ocular adnexae.
Describe the recording and use of clinical visual evoked
potentials
Contextualise the principles and methods used for the
assessment of vision.
Cross-theme Clinical Assessment and Investigation:
Describe how different auditory, visual, central and
peripheral neurological and other related specialist
assessments and investigations can contribute to a holistic
patient approach in the diagnosis, management, prognosis
and care.
Critically evaluate how different assessments and
investigations are used by non-specialist neurosensory
centres in the assessment of patients who have auditory,
visual, central and peripheral neurological disorders e.g.
healthcare for older people; neonatal care, (NICU) (SCBU),
integrated care, critical care, primary care, independent
sector.
Critically evaluate how different auditory, visual, central
and peripheral neurological assessments and investigations
can be combined in differential diagnosis of disease, or
disability.
Conceptualise the effect of cognitive changes across the life
span
Critically evaluate the role of a multi-professional approach
to the assessment and management of patients
Critically evaluate the patient pathways
Generalise the major contributors and risk factors
Cross-theme Imaging and Pathology Diagnostics:
Discuss the basis of ionising and non-ionising imagining
using screening and diagnostic applications to assess
pathologies in neurosensory referrals to a Radiology service
e.g. Head CT/MRI; Ultrasound.
Apply the legislation and physical principles behind
radiation with matter.
Understand the digital processing of 2D and 3D images in
neurosensory pathologies.
Distinguish the key anatomical landmarks of the auditory,
visual, central and peripheral neurological pathways using
imaging media.
Critically evaluate the current local, national and
international standards used for imaging and pathology
equipment.
Explain the need for and processes used in safety testing
and quality assurance of imaging equipment.
Know the basic principles of physics that underpin
healthcare science e.g. ultrasound, radiation.
Intellectual skills Critically appraise scientific literature
Critically analyse and objectively interpret information/data
Practical skills Based on lab based exercises students will be able to demonstrate
skills in:
Otoscopy
Tuning fork tests
Pure tone audiometry
Acoustic immittance (Tympanometry and Acoustic Reflexes)
Otoacoustic emissions
Auditory evoked response measurements
Hearing aid testing
Ear impression
Present information clearly in the form of verbal and written
reports
Transferable skills and
personal qualities Communicate complex ideas and arguments in a clear and
concise and effective manner.
Work effectively as an individual or part of a team.
Use conventional and electronic resources to collect, select
and organise complex scientific information
Effectively utilise a range of information sources including
information technology / health informatics.
Demonstrate capacity for self-learning and independent
thinking and to utilise problem solving skills.
Demonstrate effective communication skills (verbal and
written).
Be able to set priorities and link these with effective time
management.
Critically evaluate their personal performance both as an
individual and within a team.
Demonstrate skills in working collegiately and effectively
with others as a member of a team.
4. LEARNING AND TEACHING PROCESSES (INCLUDING THE USE OF E-LEARNING)
Lectures, on-line learning, directed and related reading, self directed study, practical classes,
tutorials
Adult Auditory Assessment and Management
1. AIMS
The unit aims to:
provide students with knowledge and understanding of the basic principles and practice of
audiological assessment and management of adults with hearing impairment and tinnitus.
2. BRIEF DESCRIPTION OF THE UNIT
Description: This module builds upon audiology knowledge obtained in Understanding Neurosensory Systems,
and aims to provide trainees with the conceptual scientific and clinical basis necessary for entry level
as a healthcare scientist in Audiology. It is delivered via a blended learning approach where students
will complete both on-line learning activities as well as attend face-to-face lectures, tutorials and
practicals.
Content:
Speech audiometry, auditory steady state response, EchoG, TEN test, PTC, OAEs
Tinnitus assessment and management
Speech production and acoustic phonetics
Therapeutic and ototoxic drugs
Prescription methods to select amplification characteristics
Acoustic transfer and transform functions
Real ear selection and verification procedures
DSP hearing aid technology
Cochlear dead regions
Evaluation of amplification in adults
Electrical implants
Bone anchored hearing aids
Principles of rehabilitation
Models of disability
Behaviour change theories in the context of rehabilitation
Standards (BS, ISO, IEC)
Sound measurement equipment (SLM, measurement microphones, mic calibrators, spectrum analysers, oscilloscopes
Measurement of sound- deterministic, transient & random signals
Measurement of sound- basic principles, errors
3. INTENDED LEARNING OUTCOMES
Category of outcome Students will have or be able to:
Knowledge and
understanding Understand the basic mechanisms of speech production
and how it relates to speech acoustics
Understanding of the range of speech sounds and their
basic description in terms of acoustic phonetics
Critically evaluate the evidence base required to carry out
non routine audiological assessments reliably and interpret
the results obtained from them
Critically evaluate common approaches in the assessment
and management of tinnitus
Describe the basic principles of pharmacology and evaluate
the evidence related to drugs affecting the auditory system
Critically evaluate the current theories of amplification and
signal processing in the management of hearing disorders
Critically evaluate the evidence base for the selection,
verification and evaluation of hearing aids
Explore the role of the audiologist in the holistic
management of adults with acquired hearing impairment
Describe the psychosocial and communication implications
of an acquired hearing impairment on the individual’s
everyday life
What factors that influence a successful outcome in aural
rehabilitation…where’s the evidence?
Describe the technical, surgical and psychosocial aspects of
implantable devices, including cochlear implants and bone
anchored hearing aids
Demonstrate knowledge and in depth understanding of the
need for and processes used in calibration of audiological
equipment
Understand the basic mechanisms of speech production
and how it relates to speech acoustics
Understand the range of speech sounds and their basic
description in terms of acoustic phonetics
Intellectual skills Critically appraise scientific literature
Critically analyse and objectively interpret information/data
Communicate complex ideas and arguments in a clear and
concise and effective manner
Practical skills Utilise advanced test box measurement
Record real ear measurements
Measure OAEs
Perform TEN test and PTC
Record evoked potentials
Perform speech audiometry
Transferable skills and
personal qualities Effectively utilise a range of information sources including
information technology / health informatics
Demonstrate capacity for self-learning and independent
thinking and to utilise problem solving skills
Demonstrate effective communication skills (verbal and
written).
Be able to set priorities and link these with effective time
management.
Critically evaluate their personal performance both as an
individual and within a team
Demonstrate skills in working collegiately and effectively
with others as a member of a team
4. LEARNING AND TEACHING PROCESSES (INCLUDING THE USE OF E-LEARNING)
This unit employs a range of teaching and learning approaches including: lecturers (face-to-face and
on-line), tutorials (face-to-face and on-line), practicals, case studies/presentations, problem-based
learning, WIKIs, discussion boards. The online material will support the acquisition of knowledge and
understanding by promoting problem-based learning through interactive material, exercises and self
assessment tools. Where ever possible trainees will be required to apply their work placement
clinical experiences to theory.
Vestibular Assessment and Management
1. AIMS
The unit aims to:
develop knowledge of vestibular pathologies, types of dysfunction, aetiology and prevalence, and
the basic principles and practice of vestibular assessment and rehabilitation, in order to meet the
requirements for employment in hearing health care service or research
2. BRIEF DESCRIPTION OF THE UNIT
Description: The unit is designed to provide students with the conceptual scientific and clinical basis.
Content: Vestibular anatomy and physiology
Instrumentation and recording methods
Oculomotor tests
Positional tests
Calorics
Posturography
Rotational testing
Vestibular evoked response testing
Pathology of balance disorders; types of balance disorders; prevalence; causes and management.
Vestibular rehabilitation
Special populations, including paediatrics
3. INTENDED LEARNING OUTCOMES
Category of outcome Students should/will (please delete as appropriate) be able to:
Knowledge and
understanding Understand the anatomy and physiology underlying the
vestibular system
Critically evaluate the range of vestibular assessment techniques
and the situations in which they may be used
Critically evaluate the evidence base required to carry out
vestibular assessments reliably and interpret the results
obtained from them
Critically evaluate the evidence base and practice of vestibular
rehabilitation
Recognise the role of integrated services for the diagnosis and
rehabilitation for adults with balance disorders
Detail the pathology, types, causes and prevalence of balance
disorders in adults
Recognise how learning disability and communication difficulties
or disorders might affect the clinical presentation, assessment
and management of balance disorders in adults and children
Intellectual skills Critically appraise scientific literature
Critically analyse and objectively interpret information/data
Practical skills Present information clearly in the form of verbal and
written reports
Communicate complex ideas and arguments in a clear and
concise and effective manner.
Work effectively as an individual or part of a team.
Use conventional and electronic resources to collect, select
and organise complex scientific information
Transferable skills and
personal qualities Critical thinking and analysis
Use of library
Academic reading
Independent learning
4. LEARNING AND TEACHING PROCESSES (INCLUDING THE USE OF E-LEARNING)
Lectures, directed and related reading, self directed study and associated laboratory sessions,
tutorials
Paediatric Audiology
1. AIMS
The unit aims to:
provide knowledge and understanding of paediatric audiology in order to meet the requirements for
employment in hearing health care service or research
2. BRIEF DESCRIPTION OF THE UNIT
Description: The unit provides knowledge and understanding on the range of aspects of paediatric audiology,
taking into account the wider developmental, psychosocial and medical domains.
Content: Epidemiology, aetiology and risk factors
Screening & surveillance
Embryology of the auditory system
Maturation of auditory system and child development
History taking
Behavioural assessment techniques
Objective assessment techniques
Otitis Media with Effusion
Auditory Neuropathy Spectrum Disorder
Genetics. Genetic counselling
Deaf children with special needs
Multi-agency approaches to management of deaf children
Hearing instruments for children
Impact of deafness on the family
3. INTENDED LEARNING OUTCOMES
Category of outcome Students will have or be able to:
Knowledge and
understanding Critically evaluate public health issues and initiatives with regard
to hearing in children
Understand the basis of maturational and developmental
appropriateness of different behavioural and objective
techniques to assess hearing in children
Critically evaluate diagnostic and management options of
specific conditions (e.g. OME, ANSD, APD)
Critically evaluate the principles of the selection, prescription,
verification, evaluation and monitoring of amplification for
children
Contextualise childhood hearing loss
Intellectual skills Critically appraise scientific literature
Critically analyse and objectively interpret information/data Practical skills Present information clearly in the form of verbal and
written reports
Communicate complex ideas and arguments in a clear and concise and effective manner.
Work effectively as an individual or part of a team.
Use conventional and electronic resources to collect, select and organise complex scientific information
Transferable skills and
personal qualities Effectively utilise a range of information sources including
information technology / health informatics.
Demonstrate capacity for self-learning and independent thinking and to utilise problem solving skills.
Demonstrate effective communication skills (verbal and written).
Be able to set priorities and link these with effective time management.
Critically evaluate their personal performance both as an individual and within a team.
Demonstrate skills in working collegiately and effectively with others as a member of a team.
4. LEARNING AND TEACHING PROCESSES (INCLUDING THE USE OF E-LEARNING)
Lectures, self directed study, problem-solving sessions, case studies, discussion, report and essay
writing, directed and related reading and private study laboratory sessions
Professional Practice
1. AIMS
The unit aims to:
This unit will provide students an introduction to professional practice within a health service
setting. The unit will introduce and critically review the frameworks and academic literature
underpinning professional practice and enable trainees to gain the knowledge, skills, experience and
tools to develop, improve and maintain high standards of professional practice at all times. It will
also provide an overview of key areas such as public health, the psychosocial aspects of health and
disease, clinical pharmacology and therapeutics and bioinformatics. Students will have the
opportunity to put into practice knowledge and skills during their clinical placement weeks.
2. BRIEF DESCRIPTION OF THE UNIT
Description: This introductory module will introduce the frameworks underpinning professional practice
providing the building blocks for future development of professional practice in the workplace.
Content: Introduction to communication skills
Introduction to leadership within the NHS
Ethical foundations of professionalism and the patient at the centre of care
Introduction to sociology of health and illness
Introduction to epidemiology, public health and health protection
Introduction to clinical pharmacology and therapeutics
Introduction to quality, quality improvement
Introduction to history taking, clinical examination
Introduction to the structure of the NHS
3. INTENDED LEARNING OUTCOMES
Category of outcome Students should/will (please delete as appropriate) be able to:
Knowledge and
understanding Understand the ethical foundations of professionalism, including
critical reflection, and how these relate to the clinical scientist,
the patient, the practice of healthcare science and the wider
healthcare environment.
Demonstrate knowledge and understanding of the structures,
processes and methodologies that underpin the quality of the
service provided by the NHS and quality improvement initiatives
to promote high-quality patient care and enhance patient safety,
and discuss the quality mechanisms relevant to their
division/specialism.
Explain the principles of effective written and verbal
communication and feedback, considering the needs and dignity
of patients, the public, health professionals and scientists.
Describe the basic principles and structures underpinning history
taking, clinical examination and clinical decision making and
discuss their role in your division.
Have a knowledge and understanding of a range of leadership
models, including those that underpin current NHS Leadership
and Competency Frameworks, and identify and critically evaluate
how your personal values, principles and assumptions affect your
personal leadership style.
Explain the current structure and management of health and
social care systems and services at a national (UK-wide) and local
level and the way in which the voice of patients and the public is
embedded in all aspects of healthcare and healthcare education.
Understand the main principles and core concepts of the
sociology of health and illness.
Have knowledge and understanding of the basis of epidemiology,
public health and health protection and discuss in relation to
patients and the safety of patients referred to services provided
by your division/specialism.
An understanding of the basic principles of clinical pharmacology
and therapeutics and discuss in relation to patients and the
safety of patients referred to services provided by your
division/specialism.
Explain the basic principles of physics that underpin healthcare
science and discuss in relation to patients and the safety of
patients referred to services provided by your
division/specialism.
Understand how bioinformatics, including large biological
datasets, contributes to patient safety, patient care and the
practice of healthcare science and defend the
Intellectual skills Critically analyse scientific and clinical data
Present scientific and clinical data appropriately
Formulate a critical argument
Evaluate scientific and clinical literature
Compare and contrast a range of leadership models
Appraise the ethical foundations of professionalism, including
critical reflection, and how these relate to the clinical scientist,
the patient, the practice of healthcare science and the wider
healthcare environment.
Practical skills Present information clearly in the form of verbal and written
reports.
Communicate complex ideas and arguments in a clear and
concise and effective manner to both clinical professional and lay
individuals
Work effectively as an individual or part of a team
Take a patient history
Demonstrate safe otoscopic examination
Record accurate pure tone (not masked or masked)
Demonstrate professional accountability including adhering to
HCPC standards of conduct, performance and ethics
Transferable skills
and personal
qualities
Be able to communicate effectively with professional colleagues
and service users.
Consistently operate within sphere of personal competence and
level of authority.
Manage personal workload and objectives to achieve quality of
care.
Work in partnership with colleagues, other professionals,
patients and their carers to maximise patient care.
Think critically and question received information using clinical
reasoning skills
4. LEARNING AND TEACHING PROCESSES (INCLUDING THE USE OF E-LEARNING)
1. Seminars, tutorials and workshops
2. E-learning: evidence-based learning supported by course notes, audio lectures, and discussion
boards
3. Clinical placements (2 weeks)
Research Methods
1. AIMS
The unit aims to:
demystify and develop knowledge of research methods and statistics, to develop confidence in
carrying out research, to differentiate between research, evidence-based practice and audit, to help
students design and plan a dissertation, provide students with the skills to critically evaluate the
methodology of others’ research, and identify the importance of research, development and
innovation across the NHS and in healthcare science. This module will ensure that the student has
the underpinning knowledge of the importance of research, can critically evaluate methodologies of
others research, appreciate development and innovation across the NHS and in healthcare science
and to provide the underpinning knowledge for students to design and plan the research project.
The majority of materials will be accessed together with MSc in Healthcare Science students, with
some teaching dedicated to research specific to Neurosensory sciences. Students will also attend
weekly research seminars delivered by academic staff from within the department as well as invited
external speakers.
2. BRIEF DESCRIPTION OF THE UNIT
Description: The overall aim of this module is to ensure that the students have the underpinning knowledge of
the importance of research, can critically evaluate methodologies of others research, appreciate
development and innovation across the NHS and in healthcare science and to provide the
underpinning knowledge for students to design and plan the research project.
Content: Study design – covering project planning, time management, systematic review and research
governance and academic malpractice.
Statistics – covering a basic introduction to statistical methods.
Academic writing, critical analysis, abstract writing and plagiarism
Research methods
Sources of research funding
Communication skills including dissemination of research findings via oral and poster presentations
3. INTENDED LEARNING OUTCOMES
Category of outcome Students will:
Knowledge and Develop the skills and knowledge to enable students to critically
understanding design, effectively implement, ethically conduct and clearly
communicate research in a clinical/medical setting
Have a clear understanding of the key components of academic
writing, be able to critically appraise literature to a high standard
and develop a basic working knowledge of handling data
Distinguish between research and audit and how these relate to
and influence evidence based practice, particularly within the
NHS
Examine the contribution of the Healthcare Science workforce to
undertaking cutting edge translational research for patient
benefit and promoting innovation within the NHS.
Know the processes that underpin clinical trials and their
potential value, risks and benefits
Explain the current ethical and governance frameworks within
which human and animal work can be conducted in the UK
Conceptualise the ethical approval processes for research and
audit, the requirements for continuous monitoring, progress
reporting, adverse event monitoring, study closure and archiving
Critically assess the role of peer review and user involvement in
research design.
Appraise research and research proposals with respect to costs
and benefits
Describe how clinical guidelines are produced and the concept of
evidence based practice including the role of current statutory
and advisory regulatory bodies
Explain the processes for quality assurance in research, audit and
service improvement
Describe the potential sources of research funding for
Healthcare Science research and basic principles of Intellectual
Property regulations
Discuss how the findings of research and audit can be used to
improve the practice of healthcare science and improve patient
care and service delivery
Intellectual skills Critically appraise scientific literature
Critically analyse and objectively interpret information/data
Practical skills Present information clearly in the form of verbal and written
reports.
Communicate complex ideas and arguments in a clear and
concise and effective manner.
Transferable skills and
personal qualities Demonstrate effective communication skills including the ability
to present scientific data to non-scientists.
Demonstrate effective organisation skills.
Identify how innovation will have a positive impact on the
practice of healthcare science.
Understanding of statistical principles and their appropriate
application to different sorts of data
4. LEARNING AND TEACHING PROCESSES (INCLUDING THE USE OF E-LEARNING)
Face-to-face teaching will occur in a 1 week block at the beginning of semester one. This will be
supported and extended using online material that will be accessed throughout the rest of semester
one. The on-line material will support the acquisition of knowledge and understanding by promoting
problem-based learning through interactive material and self assessment tools.
Dissertation
1. AIMS
The unit aims to:
To develop critical faculties in research by completing a research project, under supervision, in an
audiologically related area
2. BRIEF DESCRIPTION OF THE UNIT
The format of the dissertation changed in 2008. Instead of the traditional thesis (with
separate chapters for introduction, literature review, methods, results, discussion and
conclusions), the dissertation is now presented as a literature review and a journal
manuscript.
3. INTENDED LEARNING OUTCOMES
Category of outcome Students should/will (please delete as appropriate) be able to:
Knowledge and
understanding Conduct a critical review of the literature in a selected topic
Identify and clearly justify a research question to be answered
Design the methodology to answer the research question
Prepare ethics application
Collect and document data
Analyse data using appropriate statistical techniques
Critically consider results of analysis in the light of published
literature
Draw and justify conclusions
Summarise the study in the form of an abstract
Give an oral presentation on your project
Submit a bound dissertation according to specified guidelines
Intellectual skills Critically appraise scientific literature
Critically analyse and objectively interpret information/data Practical skills Present information clearly in the form of verbal and
written reports
Communicate complex ideas and arguments in a clear and concise and effective manner.
Work effectively as an individual or part of a team.
Use conventional and electronic resources to collect, select
and organise complex scientific information Transferable skills and
personal qualities Scholarly conduct including academic reading, critical thinking
and analysis, and persuasion through rational argument
Use of library and electronic resources
Application of statistical principles
Independent study
Organisation, planning and time management
Writing and presentation skills
4. LEARNING AND TEACHING PROCESSES (INCLUDING THE USE OF E-LEARNING)
30 hours of staff contact (including tutorials) and 570 hours of independent study. Feedback about
your progress and performance will be provided by your supervisor at regular project meetings. You
will receive written comments on drafts of your work. In addition, there will be formative
assessment of your project presentation in semester two.