Graduate Degree Program Assessment Progress Report Cover Sheet:

Transcription

Graduate Degree Program Assessment Progress Report Cover Sheet:
Degree Program: Speech Pathology and Audiology
Department and College: Audiology and Speech Pathology/College of
Professional Studies
Degree: _____Au.D.____________
For Calendar Year:____2009_____
Date submitted to college committee: 4/3/10 By: Nannette Nicholson, Ph.D.
Date posted on college assessment website:__________
Overall Rating:___________________________________
Respond to all six parts following the “Degree Program Assessment Progress
Report Instructions.” (NOTE: Parts 1 through 4 can be copied from the relevant
sections of your assessment plan.) Attach additional pages as needed.
(1) Student learning goal(s) addressed this year:
The goals of the Audiology Program include producing audiology graduates who will
demonstrate the knowledge and skills necessary to:
a. Competently evaluate children and adults for hearing and/or balance disorders
b. Provide appropriate intervention for children and adults with hearing and/or
balance disorders
c. Understand and evaluate research in the field of audiology and/or related areas,
and
d. Understand and apply the principles of ethical and professional conduct.
(2) Learning outcomes/objectives for those goals addressed this year:
Four general program objectives have been identified.
1. The graduate must have the knowledge and skills to perform audiologic
assessment using behavioral, physiologic, electrophysiologic, psychophysical
and self-assessment measures.
2. The graduate must have the knowledge and skills to develop and implement
treatment plans using appropriate data.
3. The graduate must have knowledge of the principles and practices of research,
including experimental design, statistical methods, and application to clinical
populations.
4. The graduate must have knowledge of the principles and practices of
professional conduct, ethical behavior, and application to clinical work.
(3) Courses & activities where assessed:
Student knowledge and skills needed for this degree will be evaluated each year using
the Practicum courses. All on- and off-campus supervisors complete an evaluation tool
based on the American Speech Language Hearing Association Knowledge and Skills
Areas (Appendix C). Additionally, our services to the consumers and the community
were assessed this year.
AUSP Au.D. Assessment Report Cover Sheet 2010
1
(4) Methods used:
During the fourth year of the five-year plan the clinic and program assessment process
will be repeated. The assessment tools will include: Graduate Exit Surveys, Practicum
Supervisor Evaluations, Graduate Student Practicum Evaluations, Graduate Course
Evaluations, and Consumer Evaluation of Clinical Services, and a Town Hall meeting, if
held. These data will be used to assess the effectiveness of any changes made to the
graduate program since the first year assessment of the clinic and program
(5) What are the assessment findings? How did you analyze them?
Audiology Graduate Exit Survey
The first cohort of Au.D. program graduated in Spring of 2009. The Audiology Graduate
Exit Survey (Appendix A) was completed by 7 of 8 graduate students approximately 1 –
2 weeks prior to their graduation in May, 2009. The Exit Survey used a 5 point scale
with 1 indicating strong disagreement and 5 indicating strong agreement. All questions
were worded such that a positive response was always toward 5 and a negative
response toward 1. There were 13 questions, five covering the knowledge-base, four
covering clinical proficiency, three covering behavioral skills and one for an overall
program rating. The grand mean for all 13 questions was 3.9 with a range between 3.4
and 4.2. For the five knowledge-based questions the mean was 3.9 with a range
between 3.7 and 4.1. Students were generally pleased with their ability to identify and
interpret diagnostic data and their ability to use “sound clinical judgment”. For the four
clinical questions the mean was 3.8 with a range between 3.4 and 4.4. Students
indicated that they wanted more training in performing accurate assessments and
intervention procedures. On the three questions related to behavioral skills, the mean
score was 3.9 with a range between 3.4 and 4.1. The overall rating for the program was
3.7 (where 4 = good and 5 = excellent). In general, these exit interview data indicate
that students are pleased with the education they receive in the Doctor of Audiology
Program. Helpful suggestions were offered by many students regarding topics that need
more coverage (e.g., more clinical labs) strengths and weakness, and practicum
placements.
Audiology Course Evaluation
Each semester each graduate course and instructor are evaluated through the College
of Health Related Professions in the University of Arkansas for Medical Sciences. That
scale ranges from 5 = Strongly Agree, 4 = Agree, 3 = Neither Agree nor Disagree, 2 =
Disagree, and 1 = Strongly Disagree (Appendix B). The College of Health Related
Professions personnel inform the chairman of Audiology and Speech Pathology if any
graduate course evaluation falls below 4.0. A program is decided on and implemented
with the individual faculty member that will help improve student evaluations. For
calendar year 2007, the department’s Au.D. course evaluations ranged from 3.6 to 4.8
with a mean of 4.4. For calendar year 2008, the department’s Au.D. course evaluations
ranged from 3.9 to 4.9 with a mean of 4.6. For calendar year 2009, the department’s
Au.D. course evaluations ranged from 3.5 to 5.0 with a mean of 4.5.
2
AuD Course Evaluations
5
Rating
4
3
2
1
0
2007
2008
2009
Audiology Student Practicum Evaluation
Since the inception of the clinical doctoral program for audiology in fall 2005, the
instrument used for evaluation of practicum for audiology students has been in the
process of re-evaluation. It is anticipated that a revised, or new tool, which better reflects
the clinical and professional skills required for a doctoral degree in clinical Audiology will
be in use beginning in the fall of 2009 (see Appendix C). This instrument is based on
the American Speech Language and Hearing Association Knowledge and Skills Areas
standards. During 2009 96% of our graduate students received grades of “A” and “B” in
practicum indicating the development of excellent clinical skills as shown in the table
below.
Assessment Results
Grades
A
B
C
D
F
I
Spring 2009
30
1
Summer 2009
24
2
Fall 2009
32
3
Practicum Supervisor Evaluations
At the end of every semester, all faculty members who supervise students performing
their clinical practicum are evaluated by the students using a 12 question form. Faculty
are evaluated on such things as their working relationship with the student, how well
they assist the student, still allowing for student input and problem solving, availability to
the student, interactions with the student in conferences, etc. A 5 point likert scale is
used for rating supervisor performance on each of the 12 items, with 5 = outstanding, 4
= excellent, 3 = good, 2 = fair, 1 = poor, and NA = non-applicable (Appendix D). During
the calendar year of 2007, 3 on-campus clinical faculty and 18 off-campus preceptors
were evaluated by 24 Au.D. students with a mean rating of 4.73.
3
During the calendar year of 2008, 3 on-campus clinical faculty and 17 off-campus
preceptors were evaluated by 24 Au.D. students with a mean rating of 4.77. During the
2009 calendar year, 3 on-campus and 10 off-campus preceptors were evaluated by 24
Au.D. students with a mean rating of 4.41. Data for 2007, 2008, and 2009 are depicted
in the graph below. These data indicate that, on the average, our faculty were rated in
the “excellent” range with regard to practicum supervision. The results of the preceptor
evaluations were given to individual faculty members for modification of supervision
techniques. Feedback was also given to individual faculty during the annual review
process.
Preceptor Evaluations
5
Rating
4
3
Spring
2
1
Summer
0
Fall
2007
2008
2009
Axis Title
Evaluation of Audiology Clinical Services
All students in clinical practicum provide supervised services to adults and children with
communication disorders. Students are evaluated by consumers who received services
or by their parents with regard to 18 clinical behaviors on a scale of 5 (excellent to 1
(poor) or 0 if not applicable. The Evaluation of Clinical Services Form from each
semester is filed in our clinic file room. The consumer evaluation forms for Audiology
services from 2009 were chosen for evaluation and are graphed with 2007 and 2008
Audiology clinical service evaluations. The results indicated that that our clients are
pleased with our services and consistently rate us as a ‘high average’. The rating for
2009 was 4.75. The Consumer Evaluation of Clinical Services form is presented in
Appendix E.
Average Rating
Evaluation of Clinical Services
5.00
4.50
4.00
2007
2008
2009
Year
4
(6) What conclusions were drawn and what decisions were made as a
result? How were stakeholder groups involved?
Stakeholder Involvement
Five sets of stakeholders contributed or will contribute information to the current
assessment report: (a) faculty, (b) students, (c) consumers of clinical services, (d)
employers, and (e) working graduates. All faculty members participate in the evaluation
of students, both in the clinic and in the classroom. Additionally, all faculty are involved in
collecting, analyzing, and summarizing relevant assessment data for this report.
Graduate students perform course evaluations, evaluations of practicum supervisors,
and they also complete the graduate exit survey in the semester they finish all
requirements. In addition they serve are representatives on faculty committees such as
the curriculum committee.
The consumer/community group evaluates the department’s provision of clinical services
(e.g., the Technology Access Center).
Employers and working graduates will evaluate how well our educational program is
preparing our students for the work setting.
Future Assessments
The faculty have drafted a new version of the comprehensive examination of multiple
choice. The validation process for the comprehensive examination is ongoing; this initial
test was administered last year for the first time to the 3rd year Au.D. students. We now
have 150 questions in our test bank for graduate comprehensive examination. The
examination was recently given for the second time to current 3rd year Au.D. students.
The KASA objectives in audiology have become an integral part of the department’s
assessment of students, as they are, in large part, how our graduates will be judged
eligible for national certification and state licensure. Those objectives and that process
will continue to evolve over the next several years.
The department plans to continue conducting periodic community focus group meetings
in order to receive feedback on how our students and programs are meeting the needs
of the community and region. The focus group feedback will be important for our
accreditation which will be re-evaluated in 2009.
The department continues to participate in recruitment activities to attract high quality
Au.D. students. The list of the 2008 recruitment activities for the UAMS graduate school
is included in Appendix N. Additionally, our graduate Open Houses have been a great
success and will be continued.
5
ASSESSMENT IMPLEMENTATION PROGRESS REPORT
DOCTORATE OF AUDIOLOGY DEGREE (Au.D.) in the Audiology and
Speech Pathology Department
College of Professional Studies
Thomas Guyette, Ph.D., Chair
Nannette Nicholson, Ph.D., Director of Audiology
Betholyn Gentry, Ph.D., CPS Assessment Committee
Audiology Assessment Committee
Au.D. Assessment Committee
Nannette Nicholson, Ph.D. Chair;
Rebecca Kelly, Ph.D.
Patricia Highley, M.S.
M.S. in Communicative Disorders Assessment Committee
Beth McWeeny, M.S., Chair
Thomas Guyette, Ph.D.
Stacey Mahurin, M.S.
Kathy Shapley, Ph.D.
B.S. in Speech Pathology Assessment Committee
Betholyn Gentry, Ph.D., Chair
Richard Zraick, Ph.D.
Greg Robinson, Ph.D.
ANNUAL REPORT
APRIL, 2010
Department Mission
The mission of the Audiology and Speech Pathology (AUSP) department is to educate
professionals who serve persons with communication, swallowing, and balance
disorders at local, state, national, and international levels. The department is dedicated
to excellence in (a) teaching and lifelong learning in a student-centered environment (b)
service in a patient-centered environment based on academic excellence, leadership,
and the ethic of community responsibility and (c) research that supports communication
science and the practice of audiology and speech-language pathology (AUSP Strategic
Plan, 2007). The department contributes to the College of Professional Studies (CPS)
mission by advancing collaborative problem-solving, entrepreneurial public leadership
and effective use of communication to develop dynamic, healthy and safe communities
through theoretic and applied research and instruction (CPS Strategic Plan, 2007); and
to the mission of the University of Arkansas at Little Rock (UALR) by developing the
intellect of students; discovering and disseminating knowledge; serving and
strengthening society by enhancing awareness in scientific, technical, and cultural
arenas; and by promoting humane sensitivities and understanding of interdependence.
Within this broad mission are the responsibilities to use quality instruction to instill in
students a lifelong desire to learn; to use knowledge in ways that will contribute to
society; and to apply the resources and research skills of the University community to
the service of the city, the state, the nation, and the world in ways that will benefit
humanity (Adopted by the UALR Faculty Senate, 1988).
6
7
Audiology Program Goals
The Department of Audiology and Speech Pathology will continue to expand its
influence as a dynamic, collaborative, and innovative consortium program striving to
meet the following goals (a) improving academic programs to attract outstanding
students and promote intellectual development, (b) engaging in service that strengthens
our ties to the community, region, and state, (c) strengthening research programs
through scientific inquiry and scholarly endeavors, and (d) increasing fiscal selfsufficiency.
The goals of the Audiology Program include producing audiology graduates who will
demonstrate the knowledge and skills necessary to:
a. Competently evaluate children and adults for hearing and/or balance
disorders
b. Provide appropriate intervention for children and adults with hearing and/or
balance disorders
c. Understand and evaluate research in the field of audiology and/or related
areas, and
d. Understand and apply the principles of ethical and professional conduct.
Audiology Program Objectives
Four general program objectives have been identified.
5. The graduate must have the knowledge and skills to perform audiologic
assessment using behavioral, physiologic, electrophysiologic, psychophysical and
self-assessment measures.
6. The graduate must have the knowledge and skills to develop and implement
treatment plans using appropriate data.
research, including experimental design, statistical methods, and application to
clinical populations.
professional conduct, ethical behavior, and application to clinical work.
Three areas for assessment have been identified within the Department of Audiology
and Speech Pathology: Au.D. program and Audiology Clinical assessment, student
assessment, and community and consumer assessment. The assessment plan for the
Doctor of Audiology (Au.D.) program within the department of Audiology and Speech
Pathology includes rotating the focus of assessment each year following a three-year
cycle.
Five Year Assessment Plan for Audiology
The five-year assessment plan for the Audiology program in the department of Audiology
and Speech Pathology and the College of Health Related Professions at the University
of Arkansas for Medical Sciences and the College of Professional Studies at the
University of Arkansas at Little Rock is presented below. The Audiology program
assessment plan includes changing the focus of assessment each year following a fiveyear cycle.
8
First Year Assessments (Yearly): The primary objective during the first year will be
to further develop the assessment plan and to synchronize the Au.D. assessment
with the graduate Master’s Degree in Speech Pathology (M.S.) assessment. Every
year of the department’s three-year assessment cycle involves gathering data
related to assessment of the program and clinic. This assessment process
includes the following instruments: Graduate Exit Surveys, Graduate Course
Evaluations, Graduate Practicum Evaluations, Practicum Supervisor Evaluations,
and the Consumer Evaluation of Services. Results of the Audiology Town Hall
meeting if held will also be included. Data from these instruments will be or have
been collected each semester. These data are currently being used to evaluate
program effectiveness by obtaining input from three of our major stakeholders:
faculty, students and on-campus clients. Results from these instruments have
also been used for program improvement and decision-making.
Second Year Assessments (2008): During the second year of the three-year cycle
assessment efforts will focus on graduate student assessment. In addition to the yearly
clinic and program assessment efforts, the graduate student assessment data will be
reported every two years and will include: Doctor of Audiology Capstone Examination
and results of the American Speech-Language-Hearing Association (ASHA) Knowledge
and Skills Areas (KASA) objectives in Audiology. Data from these instruments will be
used to make decisions about the Au.D. program curriculum.
Third Year Assessments (2009): During the third year of the three-year cycle assessment
efforts will focus on assessment of our graduate program by the community and
consumers. In addition to the yearly clinic and program assessment efforts community
and consumer assessment will be conducted in the third year of the three year cycle and
will include: Employer Surveys, Nine-month Post Graduation Surveys, and Focus Group
Meetings (as needed). Data from these meetings will be used to get input from the
community and alumni about our graduate program. These data should indicate how well
the program is meeting the needs of the community.
Fourth Assessment Year (2010): During the fourth year of the five-year plan the
clinic and program assessment process will be repeated. The assessment tools
will include: Graduate Exit Surveys, Practicum Supervisor Evaluations, Graduate
Course Evaluations, and Consumer Evaluation of Clinical Services, and a Town
Hall meeting, if held. These data will be used to assess the effectiveness of any
changes made to the graduate program after the first year assessment of the
clinic and program.
Fifth Year Assessment (2011): During the fifth year of the five-year plan the focus of
assessment will again shift to graduate student assessment. In addition to the yearly
clinic and program assessment efforts the graduate student assessment process will be
repeated and will include: Doctor of Audiology Capstone Examination, and results of the
KASA objectives in Audiology. Additionally, any new assessment issues can also be
implemented depending on the needs of the graduate program.
9
Audiology Graduate Program
Five-Year Assessment Plan (2010 - 2014)
Assessment Tool
Year
Cycle
Program and Clinic Assessment
Audiology Exit Survey (Appendix A) (will not have graduates until 2009)
2010
yearly
Audiology Course Evaluation (Appendix B)
2010
yearly
Audiology Student Practicum Evaluation (Appendix C)
2010
yearly
Audiology Practicum Supervisors Evaluation (Appendix D)
2010
yearly
Evaluation of Audiology Clinical Services (Appendix E)
2010
yearly
Audiology Externship Site Evaluations (Appendix F)
2010
yearly
Student Assessment
Audiology Capstone Examination (Appendix G)
2011
2nd
year
Au.D. Comprehensive Examination Student Survey (Appendix H)
2011
2nd
year
Audiology KASA Objectives (Appendix I)
2011
2nd
year
Audiology Employer Survey (Appendix J)
2012
3rd
year
Audiology Nine-month Post Graduation Survey (Appendix K)
2012
3rd
year
Focus Groups (Appendix L)
2012
3rd
year
Community Outreach (Appendix M)
2012
3rd
year
Community and Consumer Assessment
10
Program Recruitment (Appendix N)
2012
3rd
year
Clinic and Program Assessment Repeated
2013
4th
year
Student Assessment Repeated
2014
5th
year
11
Use of Assessment
The Audiology and Speech Pathology department uses a variety of assessment tools to
assist with program development and quality improvement. The Audiology program has
aligned their assessment plan with the graduate program in Speech Pathology. This
places us in our 4th year of the assessment cycle. This assessment process includes the
following instruments: Graduate Exit Surveys, Graduate Course Evaluations, Graduate
Practicum Evaluations, Practicum Supervisor Evaluations, and the Consumer Evaluation
of Services and Audiology Externship Site Evaluations. Data from these instruments
have been collected each semester. These data are currently being used to evaluate
program effectiveness by obtaining input from three of our major stakeholders: faculty,
students and on-campus clients. Results from these instruments have also been used
for program improvement and decision-making.
Program and Clinic Assessment
Audiology Graduate Exit Survey
The first cohort of Au.D. program graduated in Spring of 2009. The Audiology Graduate
Exit Survey (Appendix A) was completed by 7 of 8 graduate students approximately 1 –
2 weeks prior to their graduation in May, 2009. The Exit Survey used a 5 point scale
with 1 indicating strong disagreement and 5 indicating strong agreement. All questions
were worded such that a positive response was always toward 5 and a negative
response toward 1. There were 13 questions, five covering the knowledge-base, four
covering clinical proficiency, three covering behavioral skills and one for an overall
program rating. The grand mean for all 13 questions was 3.9 with a range between 3.4
and 4.2. For the five knowledge-based questions the mean was 3.9 with a range
between 3.7 and 4.1. Students were generally pleased with their ability to identify and
interpret diagnostic data and their ability to use “sound clinical judgment”. For the four
clinical questions the mean was 3.8 with a range between 3.4 and 4.4. Students
indicated that they wanted more training in performing accurate assessments and
intervention procedures. On the three questions related to behavioral skills, the mean
score was 3.9 with a range between 3.4 and 4.1. The overall rating for the program was
3.7 (where 4 = good and 5 = excellent). In general, these exit interview data indicate
that students are pleased with the education they receive in the Doctor of Audiology
Program. Helpful suggestions were offered by many students regarding topics that need
more coverage (e.g., more clinical labs) strengths and weakness, and practicum
placements.
Audiology Course Evaluation
Each semester each graduate course and instructor are evaluated through the College
of Health Related Professions in the University of Arkansas for Medical Sciences. That
scale ranges from 5 = Strongly Agree, 4 = Agree, 3 = Neither Agree nor Disagree, 2 =
Disagree, and 1 = Strongly Disagree (Appendix B). The College of Health Related
Professions personnel inform the chairman of Audiology and Speech Pathology if any
graduate course evaluation falls below 4.0. A program is decided on and implemented
with the individual faculty member that will help improve student evaluations. For
calendar year 2007, the department’s Au.D. course evaluations ranged from 3.6 to 4.8
with a mean of 4.4. For calendar year 2008, the department’s Au.D. course evaluations
12
ranged from 3.9 to 4.9 with a mean of 4.6. For calendar year 2009, the department’s
Au.D. course evaluations ranged from 3.5 to 5.0 with a mean of 4.5.
AuD Course Evaluations
5
Rating
4
3
2
1
0
2007
2008
2009
Audiology Student Practicum Evaluation
Since the inception of the clinical doctoral program for audiology in fall 2005, the
instrument used for evaluation of practicum for audiology students has been in the
process of re-evaluation. It is anticipated that a revised, or new tool, which better reflects
the clinical and professional skills required for a doctoral degree in clinical Audiology will
be in use beginning in the fall of 2009 (see Appendix C). This instrument is based on
the American Speech Language and Hearing Association Knowledge and Skills Areas
standards. During 2009 96% of our graduate students received grades of “A” and “B” in
practicum indicating the development of excellent clinical skills as shown in the table
below.
Assessment Results
Grades
A
B
C
D
F
I
Spring 2009
30
1
Summer 2009
24
2
Fall 2009
32
3
Practicum Supervisor Evaluations
At the end of every semester, all faculty members who supervise students performing
their clinical practicum are evaluated by the students using a 12 question form. Faculty
are evaluated on such things as their working relationship with the student, how well
they assist the student, still allowing for student input and problem solving, availability to
the student, interactions with the student in conferences, etc. A 5 point likert scale is
used for rating supervisor performance on each of the 12 items, with 5 = outstanding, 4
13
= excellent, 3 = good, 2 = fair, 1 = poor, and NA = non-applicable (Appendix D). During
the calendar year of 2007, 3 on-campus clinical faculty and 18 off-campus preceptors
were evaluated by 24 Au.D. students with a mean rating of 4.73.
During the calendar year of 2008, 3 on-campus clinical faculty and 17 off-campus
preceptors were evaluated by 24 Au.D. students with a mean rating of 4.77. During the
2009 calendar year, 3 on-campus and 10 off-campus preceptors were evaluated by 24
Au.D. students with a mean rating of 4.41. Data for 2007, 2008, and 2009 are depicted
in the graph below. These data indicate that, on the average, our faculty were rated in
the “excellent” range with regard to practicum supervision. The results of the preceptor
evaluations were given to individual faculty members for modification of supervision
techniques. Feedback was also given to individual faculty during the annual review
process.
Preceptor Evaluations
5
Rating
4
3
Spring
2
1
Summer
0
Fall
2007
2008
2009
Axis Title
Evaluation of Audiology Clinical Services
All students in clinical practicum provide supervised services to adults and children with
communication disorders. Students are evaluated by consumers who received services
or by their parents with regard to 18 clinical behaviors on a scale of 5 (excellent to 1
(poor) or 0 if not applicable. The Evaluation of Clinical Services Form from each
semester is filed in our clinic file room. The consumer evaluation forms for Audiology
services from 2009 were chosen for evaluation and are graphed with 2007 and 2008
Audiology clinical service evaluations. The results indicated that that our clients are
pleased with our services and consistently rate us as a ‘high average’. The rating for
2009 was 4.75. The Consumer Evaluation of Clinical Services form is presented in
Appendix E.
14
Evaluation of Clinical Services
Average Rating
5.00
4.80
4.60
4.40
4.20
4.00
2007
2008
2009
Year
Audiology Externship Site Evaluations
At the end of every semester, students evaluate their practicum site experiences using a
set of open questions form. Students provide feedback on such things as type of
experience gained, hours obtained in various areas, strengths of the experiences at the
site and overall needs and weaknesses of experiences at the site. (Appendix F).
During the calendar year of 2009, 10 practicum sites were evaluated by the Au.D.
students. The clinical population estimate for all students at all sites was 3723 children
and 4046 adult clients. With respect to type of experience gained, the average number
of client visits per site by audiology service provided was 134 children and 217 adults for
hearing evaluations, 8 children and 26 adults for audiologic rehabilitation, 59 children
and 92 adults for hearing aid selection and use, 17 children and 5 adults for assistive
listening device selection and use, 20 children and 1 adult for cochlear implant selection
and use, 1 child and 1 adult for bone anchored implant selection and use, 125 pediatric
and 25 adult hearing screenings, 11 children and 6 adults for electrophysical/evoked
potential evaluation, 30 adults for vestibular assessment, and 3 adults for vestibular
rehabilitation. These data are shown on the graph below. With respect to the strengths
of the experiences at the sites, students commented on availability of supervisors to
provide a wide array of experiences, hearing aid fitting experiences, counseling skills of
supervisors, ability to conduct vestibular testing, pediatric testing (some sites). With
respect to the needs and weaknesses, many students did not answer that question or
reported no weaknesses/needs. The students who did make comments to this question
reported wanting more hands-on with equipment, some sites were too busy for individual
instruction, and not enough pediatric experiences.
15
Clients by Service
Average Number of Clients
250
200
150
100
50
0
Audiology Service
Town Hall Meeting
An Audiology Town Hall meeting was held on February 24, 2009 to review the progress
of the past year. Dr. Tom Guyette facilitated the meeting. The most overwhelming issues
from the student’s perspectives were (a) curriculum issues and intensive labs with
classes (b) clinic organizational and process issues, (c) timing of notification re:
requirements, forms, practicum assignments.
Curriculum/Clinical Laboratory
As a result of the Town Hall Meeting we completed a comprehensive review of the
curriculum and submitted 5 new courses and 9 modifications of courses. The clinical
laboratory was changed from a didactic course to a ‘laboratory’ class and will consist of
supervised clinical activities.
Clinic Organization/Process Issues
A clinic director was appointed and clinical faculty began meeting on a regular basis to
review and revise current processes, and to review current forms and make appropriate
revisions.
Timing and Notification re: Practicum etc.
Practicum assignments are now handed out at the same time as students register for
courses. Faculty are making an effort to anticipate the students needs for information
16
and to provide some redundancy regarding communicating the requirements to them.
Academic advisors are taking more responsibility for ‘mentoring’ their students as well as
monitoring their progress.
Future Assessments
The faculty have drafted a new version of the multiple choice comprehensive
examination and have constructed an portion of the comprehensive examination that
includes essay questions. The validation process for the comprehensive examination is
ongoing; this version of the test was administered this year for the first time to the 3rd
year Au.D. students. We now have 150 questions in our test bank for graduate
comprehensive examination.
The KASA objectives in audiology have become an integral part of the department’s
assessment of students, as they are, in large part, how our graduates will be judged
eligible for national certification and state licensure. Those objectives and that process
will continue to evolve over the next several years.
The department plans on conducting community focus group meetings in order to
receive feedback on how our students and programs are meeting the needs of the
community and region. The focus group feedback was important for our accreditation
which we passed in 2009.
The department continues to participate in recruitment activities to attract high quality
Au.D. students. The list of the recruitment report for the UAMS CHRP is included in
Appendix N. Additionally, our graduate Open Houses have been a great success and
will be continued.
Summary
The Doctor of Audiology (Au.D.) program continues to make progress toward
synchronization of assessment activities with the Master’s Degree (M.S.) in Speech
Pathology. This report represents the third assessment of this program since we began
admitting students in 2005. This year’s assessment has led us to examine current
processes (e.g., timing and notification of practicum assignments, curriculum issues, and
student preferences regarding a recognition ceremony). Program changes will likely
occur as a result of this assessment process and will be reflected in next year’s (2010)
assessment report. The curriculum map is presented on the following pages followed by
the appendices.
17
Curriculum Map
Curriculum Assessment Map: Degree Program Assessment
Doctor of Audiology Au.D. Degree
Emphasis:
Assessed:
Extensive
Exam
Somewhat
Paper
Little
Project
None
Other
Not Assessed
The mission of the Audiology and Speech Pathology (AUSP) department is to educate professionals who serve
persons with communication, swallowing, and balance disorders at local, state, national, and international levels.
The department is dedicated to excellence in (a) teaching and lifelong learning in a student-centered environment
(b) service in a patient-centered environment based on academic excellence, leadership, and the ethic of community
responsibility and (c) research that supports communication science and the practice of audiology and speechlanguage pathology (AUSP Strategic Plan, 2007).
Courses and
Objectives:
Outcome #1
Outcome #2
Outcome #3
Outcome #4
Activities
The graduate
The graduate
The graduate
The graduate
must have the
must have the
must have
must have
knowledge and
knowledge and
knowledge of
knowledge of the
skills to perform skills to develop the principles
principles and
and implement
and practices of
audiologic
practices of
assessment
treatment plans
research,
professional
using behavioral, using
including
conduct, ethical
physiologic,
appropriate data. experimental
behavior, and
electrophysiologi
design,
application to
c,
statistical
clinical work.
How Outcomes
psychophysical
methods, and
are Addressed
and selfapplication to
and Assessed
assessment
clinical
measures.
populations.
ASP 5013/7360
Emphasis:
None
None
Extensive
None
Research
Assessed
Not Assessed
Not Assessed
Exam
Not Assessed
Methods in
Communication
Disorders
ASP 5023/7380
Emphasis:
Extensive
None
None
None
Basic Diagnostic Assessed
Exam
Not Assessed
Not Assessed
Not Assessed
Audiology
Project
ASP 5041/7181
Emphasis:
Extensive
None
None
None
Clinical
Assessed
Exam
Not Assessed
Not Assessed
Not Assessed
Laboratory
Project
ASP 5043/7331
Emphasis:
None
None
None
None
Anatomy and
Assessed
Not Assessed
Not Assessed
Not Assessed
Not Assessed
Physiology of
the Auditory and
Vestibular
Systems
ASP 5053/7332
Emphasis:
None
None
None
None
Acoustics and
Assessed:
Not Assessed
Not Assessed
Not Assessed
Not Assessed
Psychoacoustics
ASP 505V/7091
Emphasis:
Extensive
Extensive
None
None
Practicum
Assessed:
Performance
Performance
Not Assessed
Not Assessed
ASP 5063/7333
Emphasis:
Extensive
None
None
None
Auditory
Assessed:
Exam
Not Assessed
Not Assessed
Not Assessed
Processing
Project
ASP 5083/7382
Emphasis:
Extensive
None
None
None
Electrophysiologi Assessed:
Exam
Not Assessed
Not Assessed
Not Assessed
c Assessment of
Project
the Auditory
System
ASP 5103/7383
Emphasis:
None
Extensive
None
None
Medical
Assessed:
Not Assessed
Exam
Not Assessed
Not Assessed
18
Audiology
ASP 5112/7221
Instrumentation
in Audiology &
Speech
Pathology
ASP 516V/7092
Independent
Research
ASP 5123/7335
Advanced
Psychoacoustics
ASP 5132/7222
Speech
Perception
ASP 5133/7367
Infant-Toddler
Communication:
DevelopmentAssessment
ASP 5163/7320
Auditory Based
Speech/Languag
e Intervention
ASP 5142/7223
Electrophysiologi
c Assessment of
the Auditory
System II
ASP 5152/7261
Organization
and
Administration
ASP 5153/7334
Pediatric
Audiology
ASP 5162/7224
Genetics of
Hearing Loss
ASP 5172/7225
Implant Device
Technology
ASP 5173/7365
Counseling in
Communication
Disorders
ASP 5182/7226
Outcomes
Research and
EvidenceBased Practice
ASP 520V/7087
Topics in
Audiology
ASP 5212/7227
Hearing
Conservation
ASP 5222/7228
Professional
Issues in
Audiology &
Emphasis:
Assessed:
None
Not Assessed
Paper
None
Not Assessed
None
Not Assessed
None
Not Assessed
Emphasis:
Assessed:
None
Not Assessed
None
Not Assessed
None
Not Assessed
None
Not Assessed
Emphasis:
Assessed:
None
Not Assessed
None
Not Assessed
None
Not Assessed
None
Not Assessed
Emphasis:
Assessed:
Extensive
Exam
Project
Extensive
Exam
Project
None
Not Assessed
None
Not Assessed
None
Not Assessed
None
Not Assessed
None
Not Assessed
None
Not Assessed
Emphasis:
Assessed:
None
Not Assessed
Extensive
Exam
Project
None
Not Assessed
None
Not Assessed
Emphasis:
Assessed:
Extensive
Exam
Project
None
Not Assessed
None
Not Assessed
None
Not Assessed
Emphasis:
Assessed:
None
Not Assessed
None
Not Assessed
None
Not Assessed
None
Not Assessed
Emphasis:
Assessed:
None
Not Assessed
None
Not Assessed
None
Not Assessed
Emphasis:
Assessed:
Extensive
Exam
Project
None
Not Assessed
None
Not Assessed
None
Not Assessed
None
Not Assessed
Emphasis:
Assessed:
None
Not Assessed
None
Not Assessed
None
Not Assessed
Emphasis:
Assessed:
None
Not Assessed
Extensive
Exam
Project
Extensive
Exam
Project
None
Not Assessed
Extensive
Exam
Project
Emphasis:
Assessed:
None
Not Assessed
None
Not Assessed
Extensive
Paper
None
Not Assessed
Emphasis:
Assessed:
None
Not Assessed
None
Not Assessed
None
Not Assessed
None
Not Assessed
Emphasis:
Assessed:
None
Not Assessed
None
Not Assessed
None
Not Assessed
None
Not Assessed
Emphasis:
Assessed
None
Not Assessed
None
Not Assessed
None
Not Assessed
Extensive
Exam
Project
Emphasis:
Assessed:
19
Speech
Pathology
ASP 5223/7384
Amplification
Emphasis:
Assessed
None
Not Assessed
Extensive
Exam
Project
None
Not Assessed
None
Not Assessed
None
Not Assessed
ASP 5232/7229
Audiology:
Practice
Management
ASP 5233/7385
Audiologic
Rehabilitation:
Children
ASP 5243/7386
Audiologic
Rehabilitation:
Adult
ASP 5253/7351
Amplification II
Emphasis:
Assessed
None
Not Assessed
None
Not Assessed
Extensive
Exam
Project
Emphasis:
Assessed
None
Not Assessed
Extensive
Exam
Project
None
Not Assessed
None
Not Assessed
Emphasis:
Assessed
None
Not Assessed
Extensive
Exam
Project
None
Not Assessed
None
Not Assessed
Emphasis:
Assessed:
None
Not Assessed
None
Not Assessed
None
Not Assessed
Emphasis:
Assessed:
Extensive
Exam
Extensive
Exam
Project
None
Not Assessed
ASP 5263/7350
Evaluation &
Treatment of the
Balance System
ASP 5282/7282
Learning
Disabilities
ASP 5293/7392
Multicultural
Issues in
Communicative
Disorders
ASP 530V/7193
Independent
Study
ASP 5352/7263
Sociolinguistics
None
Not Assessed
None
Not Assessed
Emphasis:
Assessed:
None
Not Assessed
None
Not Assessed
None
Not Assessed
None
Not Assessed
Emphasis:
Assessed:
None
Not Assessed
None
Not Assessed
None
Not Assessed
None
Not Assessed
Emphasis:
Assessed:
None
Not Assessed
None
Not Assessed
None
Not Assessed
None
Not Assessed
Emphasis:
Assessed:
None
Not Assessed
None
Not Assessed
None
Not Assessed
None
Not Assessed
20
APPENDIX A
Au.D. GRADUATE EXIT SURVEY
Department of Audiology and Speech Pathology
The primary goal of the Department of Audiology and Speech Pathology is to prepare
the graduate to function as a competent audiologist or speech-language pathologist.
This survey is designed to help the department faculty determine its’ strengths and areas
needing improvement. All data will be kept confidential and will be used for program
evaluation purposes only.
BACKGROUND INFORMATION:
Name:_____________________________ Address:
_______________________________
Phone Number:______________________ Email
address:___________________________
Have you accepted a professional position?
_______________________________________
If so,
where?________________________________________________________________
Consider each item separately and rate each item independently of all others. Circle the
rating that indicates the extent to which you agree with each statement. Please do not
skip any rating.
If you do not know about a particular area, please circle NA.
5 = Strongly Agree 4 = Generally Agree 3 = Neutral (acceptable) 2 = Generally
Disagree 1 = Strongly Disagree NA = not applicable.
I.
KNOWLEDGE BASE (Cognitive Domain)
The Program:
A. Helped me acquire the knowledge necessary
to function in my work setting
NA
5
4
3
2
1
B. Prepared me to identify and interpret pertinent
data from patient charts/records.
NA
5
4
3
2
1
C. Prepared me to identify and interpret pertinent
diagnostic and prognostic data
NA
5
4
3
2
1
4
3
2
1
4
3
2
1
D. Helped me to acquire the knowledge necessary to
recommend and conduct appropriate therapeutic
procedures.
5
NA
E. Trained me to use sound clinical judgment while
functioning in this work setting.
NA
5
21
II.
III.
IV.
CLINICAL PROFICIENCY (Psychomotor Domain)
The Program:
A. Prepared me to perform the clinical skills appropriate
for my level of training
5
NA
4
3
2
1
B. Prepared me to perform accurate patient
assessments.
NA
5
4
3
2
1
C. Prepared me to perform and interpret diagnostic
procedures.
NA
5
4
3
2
1
D. Prepared me to perform appropriate therapeutic
procedures.
NA
5
4
3
2
1
A. Prepared me to communicate effectively in a
clinical setting.
NA
5
4
3
2
1
B. Prepared me to conduct myself in an ethical
and professional manner.
NA
5
4
3
2
1
C. Taught me to manage my time efficiently while
functioning in a clinical setting.
NA
5
4
3
2
1
BEHAVIORAL SKILLS (Affective Domain)
The Program:
ADDITIONAL COMMENTS
OVERALL RATING:
Please rate the OVERALL quality of the program in Communication
Disorders and Sciences (please circle one)
5 = excellent
4 = very good
3 = good
2 = fair
poor
1=
Were any of the practicum or traineeship sites to which you were assigned within
a one hour drive of your residence when you were a student?
Yes
No
If yes, approximately what percentage of them was within that distance?
________%
Please identify two or three strengths of the program.
22
________________________________________________________________
________________________________________________________________
________________________________________________________________
__________________________________________
Please make two or three suggestions to further strengthen the program.
________________________________________________________________
________________________________________________________________
____________________________
THANK YOU!
DATE:___________
Graduate Exit Survey/May, 2009
23
APPENDIX B
Au.D. Graduate Course Evaluation
Section 1 Form
Instructor Last Name:
Instructor First Name:
Course #
# Students
Course Name
Semester
College of Health Related Professions
Student Evaluation of Instruction
Instructor:
Course #:
Course Name:
Please mark your answers in the bubbles on the right using the scale shown.
This
Not this
NA = Not Applicable/No Opinion
5 = Strongly Agree
4 = Agree
3 = Neither Agree Nor Disagree
2 = Disagree
1 = Strongly Disagree
Speaks Audibly and Clearly
1
O
2
O
3
O
4
O
5
O
Fluent in English
O
O
O
O
O
Organizes Presentations
O
O
O
O
O
Lectures Cover Objectives/Goals
O
O
O
O
O
Discusses Current Developments
O
O
O
O
O
Stimulates Thinking and Discussion
O
O
O
O
O
Keeps Scheduled Appointments
O
O
O
O
O
Treats Students with Respect
O
O
O
O
O
Demonstrates Enthusiasm
O
O
O
O
O
Tests Cover Course Objectives
O
O
O
O
O
After you have marked your answers, give this sheet to the Proctor face down. PLEASE
DO NOT FOLD
24
APPENDIX C Audiology Clinical Skills Evaluation
AUDIOLOGY CLINICAL SKILLS COMPETENCY FORM
ASP 540v/ AUSP 7v91: Practicum in Audiology
Instructions: Please complete for your practicum or externship student at mid-term and
final, and return a copy to the practicum or externship coordinator at mid-term and final.
This form may be completed electronically, saved, and e-mailed to
[email protected]. Supplemental forms on pages 7 and 8 are optional and not
required.
Clinician: _____________________ Clinical Instructor:
_________________________
Semester (circle): Fall/ Spring / Summer 20______ Year: _______ (I, II, III, or IV)
Facility:
______________________________________________________________
Number of Practicum Hours Attained this Semester at Midterm:
______________________
Number of Practicum Hours Attained this Semester at Final:
_________________________
PROFESSIONAL PROTOCOL:
Please indicate acceptable behavior with a “P”, areas needing improvement with “LP”
and areas of unacceptable behavior with an “F”. Attach a written explanation regarding
areas of difficulty.
Professionalism (IV-B, B1)
Mid
Final
A. Code of Ethics
B. Responsibility
C. Punctuality
D. HIPAA/FERPA
E. Dress Code
At any time exhibited behaviors violate the standards of our profession, the clinical instructor
involved will immediately notify the Director of Audiology (501-569-3155). It is not necessary to
wait until mid-term or final to begin notification. The Director of Audiology will determine the best
course of action in consultation with the clinical instructor involved and the academic faculty. A
final grade of “F” in any of the above competencies will automatically result in a final practicum
grade of “C” for the semester and/or termination of clinical privileges.
INFECTION CONTROL:
25
Please indicate acceptable behavior with a “P”, areas needing improvement with “LP”
and areas of unacceptable behavior with an “F”. Attach a written explanation regarding
areas of difficulty or unacceptable behavior. It is expected that good Infection Control
practices are consistent and maintained by the end of Year I.
Infection Control (IV-B)
B12. Universal precautions
Mid
Final
If a student receives an “F” at mid-term, the clinical instructor will develop a remediation plan with
notification to the academic advisor. If an “F” is received at final, the clinical instructor involved will
immediately notify the Director of Audiology (501-569-3155). A formal remediation plan will be
developed. A final grade of “F” for infection control will result in an overall clinic grade of “C” for
the semester. Failure to achieve and maintain a “P” by the end of Year 1 may result in termination
of clinical privileges.
Professional Communication Skills
Please indicate satisfactory behavior with an “S”; any unsatisfactory behavior with a “U”;
could not assess with ‘CNA.’ Attach a written explanation regarding any unsatisfactory
behavior with recommendations for remediation.
Note: The decision to assign an ‘S’ or ‘U’ should be commensurate with the student’s
semester and year of enrollment as well as their familiarity and experience with the
practicum in which they are placed. It is expected that by the end of Year II that all
students consistently maintain an ‘S’ in all areas of communication skills.
Written Communication Skills (IV-A, A1)
Consistently and accurately conveys professional
information from coursework, supervisory input, clinical
activities & other resources.
Consistently and accurately writes and comprehends
technical reports, diagnostic and treatment reports,
treatment plans, and professional correspondence.
Consistently and accurately uses professional writing
conventions, terminology and style to clearly communicate
information in a manner consistent with audience and/or
clinical setting.
Mid-term
Final
Oral/ Nonverbal Communication Skills (IV-A, A1)
Consistently and accurately uses oral communication that
demonstrates speech and language skills in English, which,
at a minimum, are consistent with ASHA‟s most current
position statement on students and professionals who
speak English with accents and nonstandard dialects.
Consistently and accurately conveys correct information
from course work, supervisory input, clinical activities and
other resources.
Consistently and accurately describes behaviors of client &
patient.
Nonverbal language, including but not limited to affect, eye
Mid-term
Final
26
contact, tone, or body language, is consistently appropriate
for clinical interactions.
Consistently models appropriate communication in all
clinical settings and provides appropriate clarification to
clients, family members, or other professionals when
needed.
Oral & nonverbal communications are appropriate for the
cultural, socioeconomic, and semantic needs of the
audience.
If a student receives an “Unsatisfactory” at mid-term for any of the written/oral/nonverbal
communication skills, the clinical instructor will develop a remediation plan with notification to the
academic advisor. If the receives an “Unsatisfactory” at the end of the semester, the Director of
Audiology and academic advisor will be notified (501-569-3155). Additionally, the student’s grade
for that semester of clinic may be lowered. Failure to remediate, as evidenced by not achieving
and maintaining satisfactory performance (“S‟) in all areas by the end of Year II may result in
termination of clinical privileges.
DESCRIPTION OF CLINICAL SKILLS COMPETENCIES RATING SCALE:
0= Absent: Clinically absent, but may have had coursework
1= Taught: Specific direction from supervisor required to perform clinical skill
2 = Emerging: Beginning to correctly apply knowledge in course and clinic assignments.
3 = Present: Demonstrates basic knowledge level and integrates knowledge with skills,
with supervision.
4 = Advancing: Demonstrates basic knowledge level and integrates knowledge with
skills, with occasional supervision.
5 = Independent: Demonstrates advanced understanding and integrates knowledge and
skills independently; recognizes when to ask for /seek consultation.
(-) = Not Applicable
Enter rating into applicable cells. Using ratings of 1.5, 2.5, etc., is acceptable. Mid-term
and Final score for this scale is determined as a ratio of the number of skills met (relative
to expected rating) and the total number of skills assessed.
Expected Rating by
End of Year
Mid
Final
I
II
III
IV
Preparation: clinical set-up,
3
4
4
5
familiarity with patient history
Attitude: Initiative, motivation to
3
4
5
5
learn and implement feedback
Patient Interaction Skills (IV-C, D,
E)
C1, D1, E1. Patient Interaction
3
4
4.5
5
Prevention and Identification Skills
(IV-C) (e.g., screening)
C2-C6. Preschool ________
3
4
4
5
OSHA
________
Wellness ________
Other
________
Evaluation Skills (IV-D)
27
D2. Evaluate information/ develop
patient profile/ chart review
D3. Case History
D4. Otoscopy/ external ear
evaluation
D5. Need for cerumen management
D6. Selection of appropriate
assessment measures
2
3
4
5
3
3
4
3.5
5
4
5
5
2
2
3
3
4
4
5
5
D12. Testing Interpretation
D13. Recommendations and/or referrals
D14. Explanation of results (adults)
D14. Explanation of results (pediatric)
Time Management
2
2
2
2
3
3
3
2
3
4
4
4
3
4
5
5
5
4
5
D7. Assessment:
Instructions to patients
Immittance
Speech audiometry
Air/Bone conduction
Need for masking
Air/Bone conduction masking
Speech masking
Total # Met | Total # Expectations
2
3
3
3
3
2
2
4
4
4
4
4
3
3
5
5
4.5
5
5
4
4
5
5
5
5
5
5
5
1
1
1
1
1
1
1
2
2
2
2
2
2
2
3
3
3
3
3
3
3
4
4
4
4
4
4
4
1
1
2
2
3
3
4
4
2
2
3
3
4
4
5
5
2
2
3
4
5
4.5
5
5
-
2
2
2.5
2.5
3
3
2
3
4
5
1
2
2
2
3
3
3
4
4
4
VRA/Play Audiometry:
Speech Testing
Conditioning Phase
Threshold Search Phase
Flexibility
Reinforcement
Speed of Testing
Accuracy
APD Assessment:
Preparation/ setup/ testing
Scoring/ decisions
D8. Electrodiagnostic Assessment:
OAE
Preparation/ set-up/ testing
Analysis/ decisions (pres/abs, rel)
ABR (or others MLR, LLR, etc)
Analysis/ decisions (peak picking)
D9. Balance Assessment (ENG/VNG)
Analysis/ decisions
Treatment Skills (IV-E)
E7. Hearing instrument assessment:
Knowledge of circuits & HA
selection
ALD selection/ consultation
FM selection/ consultation
Ear impressions
28
E8. Hearing aid dispensing/ repair:
Pre HAE EA check, set-up and
programming
Troubleshooting and repair
procedures
E9. Hearing aid orientation
Counseling, orientation,
dispensing,
and billing
HA adjustment,modifications, and
programming
ALD orientation/ instruction
E12. Verification measures
REAR/ functional gain
Earmold/ shell modification
Treatment: Aural Rehabilitation (CI
or HA):
D10. AR Assessment/evaluation
E2/E5. Develop treatment plans
E3. Discuss treatment options
3
4
5
5
2
3
4
5
2
3
4
5
2
3
4
5
2
2
1
-
3
3
2
2
4
4
3
3
4
5
5
4
2
1
1
3
2
2
3
3
3
4
4
4
Informational counseling
Social/ emotional support
counseling
2
1
3
2
4
3
5
4
E6. Collaboration with others
E10. Aural Rehabilitation
Session planning
Auditory training
Evaluation skills
E11. Monitor and summarize outcomes
E13. Admission/ discharge criteria
E14. Be an advocate
Documentation (IV-D,E)
D15/E16. Documentation/ Records
File complete and orderly
Completed audiogram and other test
items
Chart note entries
Reimbursement/ fee forms
Time management
D16/E17. Report writing
2
3
4
5
2
1
1
2
2
2
3
2
2
3
3
3
3
3
3
3
3
3
4
4
4
4
4
4
2
3
4
4
5
5
5
5
2
3
2
2
4
4
3
4
5
5
4
5
5
5
5
5
3
4
4
5
E4.Counseling
Instrumentation (IV-B, D, E)
B11/D13/D17/E18. Use of
instrumentation
Cochlear Implants
D7/E7. Assessment & Treatment
Skills (IV-E) CI
29
Conditioned Play:
Conditioning phase
Threshold search phase
Flexibility
Speed of testing
Accuracy
Behavioral Observation:
Conditioning phase
Flexibility
Speed of testing
Accuracy
Visual Reinforcement:
Conditioning phase
Flexibility
Speed of testing
Accuracy
Speech testing:
Appropriate test selection
Administration
Scoring
Interpretation
D12/D14. CI evaluation and
interpretation
Psychophysics: Knowledge of
devices, software and mapping
techniques
E7. Map rationale: Knowledge of
mapping strategies and modifications
E3. CI candidacy guidelines
E8. Auditory Response Telemetry/
Neural Response Imaging
E8. CI: Troubleshooting and repair
E9. CI HAE/ Orientation
D14/E9. Counseling: device features,
programs, performance
Time management
-
-
3
3
3
3
3
4
4
4
4
4
-
-
3
3
3
3
3
4
4
4
4
4
-
-
3
3
3
3
3
4
4
4
4
4
-
-
1
1
4
4
-
-
1
1
4
4
-
-
1
3
-
-
-
3
-
-
-
3
-
-
1
-
3
3
-
-
1
1
3
3
3
-
-
3
5
Other Comments by Clinical Instructor
30
Worksheet
Counts from this page
Counts from page 3
Counts from page 4
Counts from page 5
Total Counts
Mid
Mid-term:
For Program Use Only:
Final
Notes
____ out of ____ skills assessed
met = ____ %
Final:
____ out of ____ skills assessed
met = ____ %
Reviewed at Mid-Term by Academic Advisor:
__________________________________
Reviewed at Final by Academic Advisor:
______________________________________
SUPPLEMENTAL CLINICIAN FEEDBACK SUMMARY (MIDTERM):
Clinician: ____________________ Instructor:
_____________________
Semester: ____________________ Date:
__________________________
Year (circle): I
II
III
IV
KEY EXPERIENCES:
STRENGTHS/ACCOMPLISHMENTS:
31
RECOMMENDATIONS FOR FUTURE CLINICAL GROWTH:
32
SUPPLEMENTAL CLINICIAN FEEDBACK SUMMARY (FINAL):
Clinician: ____________________ Instructor:
_____________________
Semester: ____________________ Date:
__________________________
Year (circle): I
II
III
IV
KEY EXPERIENCES:
STRENGTHS/ACCOMPLISHMENTS:
RECOMMENDATIONS FOR FUTURE CLINICAL GROWTH:
33
APPENDIX D
Form
75
Audiology Evaluation of Practicum Supervisors (Preceptors)
(Developed from ASHA’s Position Paper: Clinical Supervision in Speech-Language
Pathology and Audiology)
Name of Supervisor:_______________________ Practicum
Site:_________________
Semester/Year:____________/___________Date of
Evaluation:__________________
A 5-point scale is to be used to rate the items listed below:
5 = Outstanding; 4 = Excellent; 3 = Good; 2 = Fair; 1 = Poor; NA = Nonapplicable
The supervisor:
1. Establishes and maintains an effective working relationship with the supervisee._____
2. Assists the supervisee in developing clinical goals and objectives.
______
3. Assists the supervisee in developing and refining assessment skills.
______
4. Demonstrates for and participates with the supervisee in the clinical process.
______
5. Assists the supervisee in analyzing assessment and treatment sessions.
______
6. Guides the supervisee in maintaining clinical records.
______
7. Interacts with the supervisee in supervisory conferences.
______
8. assists the supervisee in evaluating his/her clinical performance.
______
9. Assists the supervisee in developing skills of report writing and editing.
______
10. Models professional conduct.
______
Additional Comments:
34
Rev Jan. 2001
35
APPENDIX E
Consumer Evaluation of Clinical Services
UALR/UAMS Speech-Language and Hearing Clinic
Form 31
2801 South University, Little Rock, AR 72204
501-569-3155 Phone
501-569-3157 Fax
EVALUATION OF CLINICAL SERVICES
CLIENT’S NAME:_________________________________
DOB:_______________________
CLINICIAN: _______________________________ SUPERVISOR:
_____________________
DATE: ____________
5 = Excellent 4 = High Average 3 = Average 2 = Low Average 1 = Poor 0 - Does Not
Apply
1. Prompt and accurate attention to request for information
or appointment scheduling following you first contact with the facility
5
4
3
0
2
1
2. Efficient and prompt forwarding of reports
5
0
4
3
2
1
3. Courteous treatment by all clinic personnel
5
0
4
3
2
1
4. Special problems noted and assistance provided
0
5
4
3
2
1
5. Considerate answers to all questions
0
5
4
3
2
1
6. Appointments begun at scheduled time
0
5
4
3
2
1
7. Instruction in how to manage the communication
problem outside this clinic
0
5
4
3
2
1
8. Clear communication of the results of the
evaluation and/or therapy
0
5
4
3
2
1
9. Referral to appropriate service facilities if
necessary
0
5
4
3
2
1
36
10. Clear statement of recommendation
0
5
4
3
2
1
11. Clear statement of how recommendations are
to be implemented
0
5
4
3
2
1
12. Opportunity to ask questions after an evaluation
or therapy
0
5
4
3
2
1
13. Performance of services at the Speech
& Hearing Clinic
0
5
4
3
2
1
14. Student clinician conducts himself/herself in a
professional manner
0
5
4
3
2
1
15. Level of confidence instilled in you by your
student clinician
0
5
4
3
2
1
5
4
3
2
1
17. Conferences held away from the presence of
nonprofessional personnel
0
5
4
3
2
1
18. Overall acceptability of services received at the
Speech and Hearing Clinic
0
5
4
3
2
1
16. Professional appearance of student clinician
0
COMMENTS:
______________________________________________________________________
______
______________________________________________________________________
______
______________________________________________________________________
______
______________________________________________________________________
______
______________________________________________________________________
______
37
Appendix F Audiology Externship Site Evaluation
AU.D. STUDENT EXTERNSHIP SITE
SUMMARY OF SERVICES
Please complete this form and return it to: Audiology Fourth Year Placement Coordinator, Speech & Hearing Clinic, 2801
South University Avenue, University Plaza Suite 600, Little Rock, AR 72204-1099, or Fax to: (501) 569-3157
Name of Site:
Date:
AuD Student:
Address of Site:
Contact Person(s) at Site:
Contact’s E-Mail Address:
Contact’s Phone:
Fax:
Experiences Provided at Site:
Populations Served:
_____
General Diagnostics
_____
Adults
_____
Neonatal Screening
_____
Neonates
_____
Analog or Digital Amplification
_____
Infants/Toddlers
_____
Sound Field or Personal FM Amplification
_____
School Aged Children
_____
Assistive Listening Devices
_____
Auditory Processing or Learning Disabled
_____
Cochlear Implant Eval & Mapping
_____
Developmentally Disabled
_____
Cochlear Implant Rehabilitation
_____
Orthopedically Handicapped
_____
Middle Ear Implants
_____
Cerebral Palsied
_____
OAE
_____
ENT Surgical Patients
_____
ENG/VNG
_____
Out-Patient Rehab Unit
_____
Rotational Chair
_____
In-Patient Rehab Unit
_____
Posturography
_____
Ototoxicity Patients or Nephrology Unit
_____
Vestibular Rehabilitation
_____
Head Injured or CVA Patients
_____
ABR/AEP
_____
Cleft Palate (Team)
_____
MLR, AMLR, &/or ALR
_____
Developmental Assessment Clinic
_____
P 300’s/Event Related Potentials
_____
Neurology/Neuro-otology Patients
_____
Electrocochleography (Ecog) or VEMP
_____
Psychiatric/Behaviorally Disordered
_____
SSEP or EMG
_____
English as a Second Language
_____
Visual Evoked Potentials (VEP)
What Languages?
_____
Intraoperative Monitoring
_____
Auditory Processing Evaluation
_____
Audiologic Rehab/Auditory Training
_____
Tinnitus Rehabilitation
_____
Other Populations:
_____
Industrial Audiology
_____
Educational Audiology
_____
In-Service Training/Presentations
_____
Research Participation
_____
Business Operations
38
Type of Site: (check all that apply)
_____
General Hospital
_____
Pediatric Hospital
_____
VA or Other Adult Hospital
_____
_____
_____
Rehabilitation Center
ENT Clinic
Other Clinic
_____
_____
_____
Industrial Audiology
School/Educational Audiology
Audiology Private Practice
Student’s Overall Opinion of Site:
39
EXTERNSHIP EXPERIENCE SUMMARY
AU.D. STUDENT FINAL REPORT
Please complete this form and return it to: Audiology Fourth Year Placement Coordinator, Speech & Hearing Clinic, 2801
South University Avenue, University Plaza Suite 600, Little Rock, AR 72204-1099, or Fax to: (501) 569-3157
Student Clinician:
Semester/Year:
1.
Name of Externship Site:
2.
How many preceptors did you have?
3.
Did you feel your responsibilities were important or significant, and not just “busy work?”
Why? Please give examples.
4.
Did your responsibilities as a student reflect the wide range of those carried out by the
staff audiologists? Please give specific examples.
5.
Did you have adequate working space and equipment to carry out your responsibilities?
Please explain.
6.
Were you given adequate supervision? Please explain.
Please list their names & ASHA #’s:
40
7.
Did your academic training adequately prepare you for this externship? Please explain.
If not, where were the weaknesses in your academic program?
8.
Did your clinical training adequately prepare you for this externship? Please explain.
If not, where were the weaknesses in your clinical education?
9.
What strengths did you feel you took with you to this externship? (eg: personal, clinical)
10.
Were there any “surprises?” What were they?
11.
On a scale of 1 (terrible) to 10 (excellent), how would you rate this externship experience overall?
12.
Would you recommend this externship site to other students? Why?
13.
What suggestions would you have for other students planning a similar externship?
41
14.
ASHA Clinical Population Estimate
The following information is needed by the university for its annual ASHA
accreditation reports. Please estimate caseload numbers in each of the categories
below based on an average academic term. (It may be easiest to estimate these
numbers for a typical month, then multiply by 3; this gives a conservative caseload
estimate for a typical 3-month semester.)
The numbers should reflect the entire caseload for the externship site, i.e., the total number of patients seen
at the site by the entire clinical staff, not just those patients or clients who were seen by you as a student
intern.
Name of Site:
CATEGORY ACADEMIC TERM AVERAGE NUMBER OF CLIENTS PER Total
Children
Adults
Hearing Evaluation
Audiologic Rehab
Selection/Use of
Amplification
Assistive Devices
Cochlear Implants
Other Implants
Hearing Screening
Electrophysiology/Evoked Potentials
Vestibular Assessment
Vestibular Rehab
Other (Specify)
42

Graduate Degree Program Assessment Progress Report Cover Sheet:

Transcription

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