Base Knowledge
Advanced knowledge of Audiology, including hearing assessment, auditory processing, and hearing rehabilitation, as well as basic knowledge of cognition.
Teaching Methodologies
Classes will be based on a diversified approach, combining expository and demonstration methods with active learning methodologies, in order to promote understanding of the fundamentals of neurocognition and their relationship with hearing. Strategies such as discussion and analysis of clinical cases and problem-solving activities will be used to promote the application of knowledge to audiological practice. The demonstration method will be used to introduce and provide training in the administration of cognitive screening instruments and in the application of hearing rehabilitation strategies and protocols appropriate for people with cognitive impairment.
Acquired knowledge will be monitored through application-based classroom activities. Up to 25% of classes may be delivered online.
Learning Results
Define cognition and Minor and Major Neurocognitive Disorders, and explain how they may interact with hearing loss and affect speech discrimination.
Understand the relevance of cognitive screening in Audiology and develop skills for its implementation in clinical practice, as well as for patient counselling and referral.
Develop appropriate auditory intervention/rehabilitation protocols for patients with cognitive decline.
Program
Presentation and scheduling of assessment dates and assessment criteria.
Fundamentals of cognition and the auditory system.
Cognitive impairment and differential diagnosis in Audiology.
Screening, counselling, and audiological intervention.
Clinical application and research.
Assessment.
Curricular Unit Teachers
Tatiana Carina Antunes MarquesGrading Methods
Continuous assessment:
T/P assessment = 80% written test + 20% case study with a report and comprehensive diagnosis.
A minimum grade of 9.5/20 is required in each assessment component. This is a mandatory criterion.
The use of Artificial Intelligence (AI) tools is permitted exclusively for the report and only as support for grammatical correction, sentence reformulation, or improvement of clarity and cohesion. The use of AI to interpret data, establish diagnoses, or perform any substantive part of the work is expressly prohibited. Where applicable, the report must include an explicit declaration of AI use. Students remain fully responsible for the originality, scientific accuracy, and academic integrity of their work.
Examination assessment:
The final grade is based on a written theoretical-practical examination covering all the contents of the curricular unit. A minimum grade of 9.5/20 is required.
Internship(s)
NAO
Bibliography
Main bibliography:
Cohen, Y. (2013). Neural Correlates of Auditory Cognition. Springer.
Baldwin, C. L. (2012). Auditory Cognition and Human Performance. Taylor & Francis Group.
Schnupp, J., Nelken, I., & King, A. (2011). Auditory Neuroscience: Making Sense of Sound. MIT Press.
American Psychological Association. (2022). Publication Manual of the American Psychological Association. APA.
Secondary bibliography:
Lentz, J. L. (2020). Psychoacoustics: Perception of Normal and Impaired Hearing with Audiology Applications. Plural Publishing.
Rouse, M. H. (2020). Neuroanatomy for Speech-Language Pathology and Audiology (2nd ed.). Jones & Bartlett Learning.