Community Audiology

The student must have knowledge of performing and interpreting the simple tonal audiogram, the vocal audiogram, the tympanogram and otoacoustic emissions.

Lectures and small group work in the classroom.

Screenings and awareness campaigns in schools and daycare centers.

Objectives

This course aims to provide students with the fundamental knowledge and skills in the field of Community Audiology, promoting an understanding of the principles of public health as applied to Audiology, hearing health promotion, and hearing loss prevention. The course also seeks to develop students’ competencies to participate in hearing screening programmes, hearing health education initiatives, and community-based intervention projects targeting different population groups.

Competencies to be Developed

By the end of the course, students should be able to:

• Understand the principles of public health as applied to Audiology.

• Describe the epidemiology of hearing and vestibular disorders and their impact on public health.

• Identify risk factors for hearing disorders across the lifespan.

• Apply the principles of hearing screening programmes in different community settings.

• Participate in the implementation of hearing screening programmes and interpret screening results, applying appropriate referral criteria.

• Develop hearing health promotion and health education strategies for different population groups.

• Recognise the role of the audiologist within interdisciplinary teams and community intervention programmes.

• Critically reflect on their practice by integrating scientific evidence into community audiological intervention.

COURSE INTRODUCTION, SCHEDULE AND ASSESSMENT METHODOLOGY

Module I – Foundations of Community Audiology and Organisation of Hearing Screening Programmes (4 hours)

1.1 Foundations of Community Audiology

• Concepts of health, public health and health promotion.

• Epidemiology of hearing loss and its impact on public health.

• International Classification of Functioning, Disability and Health (ICF).

• Health literacy and hearing health literacy.

• The role of the audiologist in health promotion, disease prevention and community intervention.

1.2 Organisation of Hearing Screening Programmes

• Principles and objectives of hearing screening programmes.

• Criteria for the implementation of hearing screening programmes.

• Logistical organisation of screening programmes.

• Ethics, informed consent, data protection and referral criteria.

At the end of this module (Week 3 of the semester), students begin supervised community hearing screening activities.

Module II – Hearing Screening Across the Lifespan (10 hours)

2.1 Newborns

• Universal Newborn Hearing Screening Programme.

• International benchmarks (1-3-6).

• Screening methods.

• Early hearing intervention.

2.2 Preschool and School-Aged Children

• Preschool and school hearing screening.

• Otitis media with effusion and other common causes of hearing loss.

• Referral criteria.

• National and international recommendations.

2.3 Central Auditory Processing Disorders

• Recognition of warning signs in the school setting.

• Referral criteria.

• The role of the audiologist within the interdisciplinary team.

2.4 Adults and Older Adults

• Hearing across the ageing process.

• Presbycusis.

• Hearing and cognition.

• Vestibular (vertigo) screening.

• Referral criteria.

Module III – Community Audiology in Specific Contexts (4 hours)

3.1 Audiology in Schools

• The role of the audiologist in the school setting.

• Communication strategies and inclusion of children with hearing loss.

• Collaboration with teachers, families and multidisciplinary teams.

3.2 Audiology in Populations with Special Needs

• Audiological intervention for individuals with Intellectual Developmental Disorder.

• Adaptation of hearing screening procedures.

• Communication with individuals, families and caregivers.

Module IV – Hearing Health Promotion (4 hours)

• Hearing health promotion across the lifespan.

• Prevention of noise-induced hearing loss.

• Adolescents and young adults: risk behaviours and preventive strategies.

• Occupational hearing conservation.

• Health education and awareness campaigns.

• National and international audiology programmes and initiatives.

Module V – Case Discussion and Reflection on Practice (6 hours)

This module runs throughout the semester alongside the students’ community screening activities.

• Discussion of cases observed during hearing screening activities.

• Interpretation of screening results.

• Challenges encountered during fieldwork.

• Critical evaluation of screening protocols.

• Integration of scientific evidence into clinical practice.

Assessment (2 hours)

• Written examination.

Practical Component

The practical component includes the development of a research project in the Audiology Laboratory, as well as participation in community hearing screening programmes and hearing health promotion and awareness activities in schools, day-care centres for older adults, and other community-based institutions.

The assessment consists of two components: the Theoretical-Practical (T/P) component and the Practical component.

Assessment of the T/P Component (70% of the final grade)

• Written test: 70% of the T/P component grade (minimum passing grade: 9.0/20).

• Group assignments completed during class: 30% of the T/P component grade.

Assessment of the Practical Component (30% of the final grade)

• Group report on the clinical cases observed during practical classes, or a research project developed throughout the practical sessions: 50%.

• Continuous assessment of the group by the respective instructor: 50% (attendance and the knowledge acquired throughout the semester will be taken into account).

The final grade will be calculated as the weighted average of all assessment components, provided that both the Practical and T/P component grades are 9.5/20 or higher.

If the final grade is below 9.5/20, the student will be eligible to take a written resit examination (T/P component). The Practical component resit (if required or applicable) will consist of an oral and practical assessment in the Audiology Laboratory. In the resit examination, the T/P component will account for 70% of the final exam grade, and the Practical component will account for 30%.

NAO