UCL Diploma (Aud) Handbook

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UCL EAR INSTITUTE
MSc / Postgraduate Diploma in

Audiological Science
Certificate in Clinical Competency
Courses Handbook
2008 - 2009
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Disclaimer
Care has been taken to ensure that the contents were accurate at the time of publication but
these are intended for guidance only and the contents of this publication and the programme it
describes may need to be changed, amended or superseded at anytime.
Information contained within this publication does not form any basis of a contract with readers
or users of it.
All internet addresses were correct at the time of going print, however for the most up to date
addresses please see the Ear Institute website http://www.ear.ucl.ac.uk/.
The Ear Institute is not responsible for the contents of external internet addresses.
Every effort will be made to keep you informed of any changes. You should look at the student
notice boards, the Departmental Web site, and your UCL email account regularly.
Contents
Page No.
Section 1 – Introduction 1
1.1 UCL Ear Institute 2
1.2 Historical Perspective 3
1.3 The College 5
1.4 The Graduate School 6
1.5 Ear Institute Module Coordinators – Contacts 7
1.6 Visiting Lecturers 10
1.7 The Roles of the Audiologist 11
1.9 A Career in Audiology 12
- Audiology Protocols 14
Section 2 – The Audiological Science Programme 16

2.1 Aims and Objectives of the MSc Audiological Science 16
2.2 Course Background 17
2.3 The Modular Course Structure – Audiological Sciences 18
- The Modular Course Structure – Graduate Diploma 19
- MSc/Diploma Timetable Structure 20
2.4 The Module Syllabus 22
Module 1 - Auditory Biophysics and Electroacoustics 23
Module 2 - Anatomy and Physiology 28
Module 3 - Diagnostic Audiology 31
Module 4 - Auditory Rehabilitation 34
Module 5 - Balance 37
Module 6 - Paediatrics 41
Module 7 - Clinical and Professional Practice including Research Methods 44
Module 8 - Research Projects 50
2.5 The Course –Generic Reading List 58
Section 3 – Academic and Administrative Support 59

3.1 Course Tutor 59
3.2 Departmental Graduate Tutor 59
3.3 Personal Tutor 59
3.4 Clinical Tutor 59
3.5 Project Supervisor 60
3.6 Course Administrator 60
3.7 Student Support Services 60
Section 4 – Assessment 62
MSc Audiological Science
4.1 Written examinations 62
4.2 Clinical Examination 62
4.3 Continuous assessment 62
Postgraduate Diploma in Audiological Science
4.4 Written examinations 63
4.5 Clinical Examination 63
4.6 Continuous assessment 63
Section 5 – Guidelines on Coursework 64

5.1 Project essay 64
5.2 Seminar 65
5.3 Guidelines for poster presentation 66
5.4 Case presentations 68
5.5 Enquiry Based Learning 68
5.6 Plagiarism 69
Section 6 – Communication and Consultation 70

6.1 Messages and mail 70
6.2 The PORTICO Website 70
6.3 Feedback on Coursework 71
6.4 Staff-student consultative committee 71
6.5 Module and Course Evaluation Questionnaires 72
6.6 Complaints 72
6.7 Course Timetable – Changes 72
6.8 Important Dates for Your Diary 73
Section 7 – Student Resources 74

7.1 Computers 74
7.2 Libraries 74
7.3 Moodle 75
7.4 Photocopying 75
7.5 Lockers 75
7.6 Common Room 75
7.7 Public Lectures and Conferences 75
Appendix I – Staff Contract Details 76

Appendix II – Programme Regulations for Graduate Programmes 80
Appendix III – Classification Scheme and Scheme of Award of the Degree 84
Appendix IV – Clinical Training and External Visits 89
Appendix V – Clinical Placements 90
SECTION 1 - INTRODUCTION
The Ear Institute, University College London (UCL) welcomes students interested in postgraduate
courses or postgraduate training in research. The purpose of this booklet is to give basic
information relevant to the MSc/Postgraduate Diploma in Audiological Science, Certificate in
Clinical Competency and MSc in Audiology for ENT Practice.
Research at The Ear Institute covers a wide range of areas, from cellular physiology,
genetics, auditory biophysics and central auditory physiology environment to noise and
clinical audiology with emphasis on Audiological Science. A feature of the Department is
the regular collaboration with scientists and clinicians from abroad, from other institutions
and departments; students are encouraged to participate in such projects to widen their
experience.
There are several possibilities for postgraduate study within the Institute:
1. MSc in Audiological Science*
For graduates in physical/behavioural sciences/natural sciences and engineering.
2. Postgraduate Diploma in Audiological Science*
For graduates in physical/behavioural sciences/natural sciences and engineering.
Candidates with an honours degree in other disciplines may be considered providing
they have a minimum of three years relevant professional experience. Non-standard
academic qualifications, but with relevant clinical experience of more than five years
may be considered.
Short ENT and Audiology Courses are also provided.

Students are encouraged to attend the wide range of seminars, symposia and meetings arranged
by the Department. The Tutors or the Department Administrator will be pleased to answer any
queries you may have during your time with us. Further information and a copy of this booklet
may be viewed at our web site: www.ucl.ac.uk/audiological-science
• Please note that these courses have been accredited by the Quality Assurance Agency
(http://www.qaa.ac.uk/reviews/reports/health/unicollegelondon05.asp), report published Nov 2005 and more recently by the
RCCP and British Academy of Audiology, May 2006.
Section 1.1 - UCL Ear Institute
The Ear Institute at UCL came into life on the first of January 2005
This state of the art building was funded by the Wellcome Trust, and houses a new, cross
faculty grouping of UCL scientists. They have a shared interest in understanding the
mechanisms of hearing and balance and their disorders, and in developing diagnostic tools
and treatments.
The Ear Institute is based at The Royal National Throat Nose and Ear Hospital – the largest
ENT hospital in the UK.
Section 1.2 – Historical Perspective
The Institute of Laryngology and Otology was a department of the Royal Free and UCL
Medical School in the faculty of Clinical Sciences. The ILO was based within the Royal
National Throat Nose & Ear Hospital, which is part of the Royal Free Hospital Trust. This
offered many advantages for teaching and research by providing an excellent infrastructure
and patient-base. There are as many as 15 sound proof rooms for clinical audiological testing
and research. These two international centres combined to form a unique centre at Gray’s Inn
Road in Central London for teaching and research in the specialities of Audiological Science
and Otorhinolaryngology. There is an established University Chair in Otolaryngology, together
with other senior research staff including the Professors of Auditory Biophysics, Audiology,
Cell Biology and Rhinology. The ILO is a premier research and post-graduate teaching
institute for ENT and Audiology in the UK.
The most significant recent development initiated by Professors Forge, Kemp and Wright and
culminating in cross-faculty application, resulted in a £11m grant from the Wellcome Trust to
build a UCL Centre for Auditory Research within the Gray’s Inn Road site. The other members
of the centre are Professor Jonathan Ashmore (Physiology), Professor Alf Linney (Medical
Physics), Drs Maria Bitner-Glindzicz (Child Health), Sally Dawson (Molecular Pathology),
Jonathan Gale (Physiology) and David McAlpine (Physiology). Professor McAlpine was
appointed director of the new Ear Institute in 2006. This collaborative effort has brought
together the different groups that have an interest in hearing and who need a 21st century
environment in order to develop techniques to study all the mechanisms of hearing and
eventually to translate this research into methods of preventing hearing loss or of restoring
hearing to those who are deaf. The centre was officially opened in May 2005 and this major
development has precipitated the evolution of a new organisational structure called the UCL
Ear Institute comprising the ILO team, The School of Audiology and the Centre for Auditory
Research. The research will examine the function of the auditory system from the inner ear,
where sound is detected, to the auditory cortex, where the signals are interpreted. The
research will use molecular, genetic, physiological, biophysical and psychophysical techniques
to understand the auditory system from molecule to the functioning neural system responsible
for the perception of sound and speech. The research will explore the causes of damage in the
ear and their effects on the activities of higher auditory centres along the neural pathway to the
brain. This knowledge will lead to tools for the precise diagnosis of hearing loss from different
causes, to devices to help those with hearing loss, to possibilities for biological interventions
as therapies to treat or prevent deafness, tinnitus and balance disorders; and to clinical
procedures for the delivery and treatment of hearing loss. The theme of the Centre is
collaboration.
Professor David Kemp discovered otoacoustic emissions here in 1978. His discovery has
resulted in major neonatal hearing screening programmes around the world and much
research in this field. He continues to teach on the courses offered by the Institute. The
research work at the Institute ranges from molecular level through to the development of new
technologies and the study of the effects of noise pollution. The ILO has had considerable
success in securing research funding from the Wellcome Trust, MRC, European Framework
Programmes and many charities. It is consistently at the forefront of research in the field and
this is reflected in the teaching at the Institute
The ILO has close links with the Institute of Neurology, Institute of Child Health, the Department
of Human Communication Science and the Department of Phonetics and Linguistics collaborating
in both research and training.
The ILO was established at The Royal National Throat Nose and Ear Hospital in 1946 and
postgraduate courses were started in 1885, 10 years after the establishment of the Hospital.
The first audiology clinic was held in 1947. In 1948 at the request of the Department of Health
upon the introduction of the NHS, a course was set up to train personnel in the assessment
and fitting of the Medical Research Council (Medresco) hearing aids. This provided the first
Certificate in Audiology Course and later became the training course for the British Association
of Audiologists Part I Theoretical Examinations, taken by all MTO Audiologists within the NHS.
This combination in collaboration with the essential help of the NHS Consultants and those
Professionals Allied to Medicine allows the ILO to run teaching and training courses at all
levels. Health visitors are taught methods for screening hearing; speech therapists are brought
up-to-date; medical students are shown the essentials of ENT surgery and Audiological
Medicine; post graduate medics can choose from a whole range of short course covering
interests from facial plastic surgery to ENT for general practice and even an MSc in Voice
Pathology.
Alongside the ILO the ‘School of Audiology’ was developed several years ago in conjunction
with RNTNE (which has now become a major component of the Royal Free Hospital (RFH).
The school has been successful in attracting government funding to run a new BSc in
Audiology, alongside the existing MSc Programmes.
An active PhD research programme is in place with some interdepartmental appointments.

To support all this there is a high quality, state of the art imaging unit lead by Kate Lay and an
audio visual unit with a digital studio capable of producing “broadcast quality” video material
run by Neil Roberts. There is an eighty-seat lecture theatre with AV links to the Operating
Theatre, and several tutorial and seminar rooms. A small administrative team manages the
smooth running of the Department and is ably led by Cheryl Overington. The ILO library, run
by Alex Stagg, has now been significantly enhanced by “wardenship” of the Library of the
Royal National Institute for Deaf People (RNID) and there are plans to relocate into a single
refurbished unit.
The Centre
The UCL Centre for Auditory Research (C.A.R. for short) is a new building, which opened in
January 2005. Hearing research scientists from across University College moved their
equipment and research teams in to the Centre and are preparing a major research assault on
deafness.
This Centre houses several state-of-the-art laboratories dedicated to hearing research

including: - cell and molecular biology, audiology, physiology, biophysics, imaging and more.
The building was funded by a grant from the Wellcome Trust but our research depends on
grants and donations.
Section 1.3 - The College
University College is the oldest and largest of the various Colleges and Institutions that make up
the University of London and has been called a University within a University. There are over
12,000 students, some 30% of them postgraduates, studying a very wide range of subjects in
eight faculties (Arts, Social and Historical Sciences, Mathematical and Physical Sciences,
Engineering, Laws, The Built Environment, Life Sciences and Clinical Sciences). The Graduate
School provides a focus for all graduate study. University College London (then London
University) was founded in 1828 based on the ideals of emancipation and enlightenment in
education. Since its foundation it has offered higher education to all who could profit by it
regardless of sex, religion, race or class. UCL broadened not only the basis of university entry (an
important factor among those which led to the reform of university education in England), but also
the university curriculum by establishing the study of many subjects including modern languages
and literature. The first chairs in England in Geography, Italian, English and German were
established here. The Faculty of Engineering was also the first to be established in England.
The sciences have always held a major place at University College. Practical teaching in
Chemistry and Physics was introduced here and the systematic approach to teaching the medical
sciences again stimulated national reform. Biological research at the College has been important
in the development of modern biology, and UCL remains a recognised centre of excellence in the
biological and medical sciences.
Without going beyond the confines of College it is possible to make friends with students in many
other disciplines, since it includes in addition to the famous science, art and law faculties, the
Slade School of Fine Art and the Bartlett School of Architecture, Building Environmental Design
and Planning. The College’s Students’ Union is a very active centre of social life, while within the
College precincts the Central Collegiate Building contains a superb modern theatre as well as
three squash courts, gymnasium, music rooms, a film studio and various meeting rooms.
Across the road from the College is the University of London Union, which contains facilities
(including a swimming pool), for the use of the entire University of London. Excellent sporting
facilities are available at the sixty-acre site at Shenley in Hertfordshire. Coach transport is
available on Wednesday and Saturday afternoons for those who wish to participate. The College
itself is situated in a compact rectangle in the relatively quiet part of Bloomsbury, a short distance
from Regent’s Park. You could have a very varied social life if you ventured no further a field, but
as a member of London University you will probably also meet fellow students from other schools
and Colleges in London.
Within a few minutes walk from the College there is the British Museum, the Royal Opera House,
Covent Garden, and more than twenty theatres. The National Gallery and National Portrait
Gallery are within walking distance. The Royal Festival Hall and the National Theatre at the South
Bank are only fifteen minutes away by tube. Twenty minutes travel takes you to the South
Kensington group of museums - the Victoria and Albert, Natural History, Science and Geological
Museum - to Hyde Park and the Albert Hall.
Section 1.4 - The Graduate School
The aim of the University College London Graduate School is to define, articulate and achieve
excellence in UCL’s programme of graduate education and research. It is the responsibility of the
Graduate School to define the scope and standards of graduate education at UCL, and in co-
operation with Departments and Faculties, to devise and implement the programme of work by
which these will be achieved.
ACTIVITIES INCLUDE:
• An Induction Course in basic skills, use of libraries, word processing, computer awareness
and access to databases.
• Vocational Training in skills general to many activities within and outside the University
environment. These include project management and presentational skills.
• Training in specialised research methods relating to the subject of interest.
• Foreign Language Training, or in the case of overseas students, English Language training.
• Preparation of a course database to facilitate co-ordination of course teaching to avoid

wasteful replication and to publicise courses available to all Graduate students so as to
facilitate cross-disciplinary work.
• Provision of a focus for graduate student affairs to reduce the social and intellectual
isolation that is natural to the research degree and to encourage exchange of research
experience.
• Implementation of a Code of Practice for research degrees including a set of defined

responsibilities on the part of supervisors and students.
• Rationalisation of Information flow on scholarships, grants and career opportunities.
For additional information on the Graduate School Programme please see:
http://www.grad.ucl.ac.uk/courses/
Section 1.5 – UCL Ear Institute Staff - Module
Coordinator Contacts
Director of Ear Institute
Professor David McAlpine, BSc PhD. Principal Investigator, Director of Ear Institute
[email protected]
Following his first degree in Physiology at the University of Western Australia, Prof. McAlpine moved to
Oxford where, for his D. Phil, he studied the development of neuronal responses in the central auditory
system following cochlear insult at various post-natal ages. After completing his D.Phil, he spent several
years at the MRC Institute of Hearing Research in Nottingham, investigating binaural processing of complex
sounds in the central auditory system. After a couple of years as a lecturer in Sheffield, he joined UCL as a
lecturer in 1999. His research is concerned with the means by which the central auditory nervous system
encodes complex acoustic environments.
Director of Studies
Dr. Josephine Marriage BSc MSc PhD.
@ucl.ac.uk
Josephine is a clinical scientist and registered hearing aid dispenser (RHAD) at Chear, an independent
centre for hearing assessment and hearing aid dispensing for children and adults. She has also been
working as a research associate with Professor Brian Moore and team at Cambridge University over the
past 10 years. Research areas include studies of hearing aid amplification prescriptions and use of
compression in hearing aids, and diagnosis and management of dead regions in the cochlea. Currently
she has a three-year grant from Deafness Research UK to look at amplification rationales for children
between 2 and 8 years of age.
In this new role of director of studies at the UCL Ear Institute she aims to give leadership in the
development of clinical skills and research opportunities for a new generation of graduate audiologists.
Teaching Staff/Coordinators
Francis Ajiboye BSc, MSc, Clinical Scientist, Lecturer
He is coordinator for Module 4: Auditory Rehabilitation and year one of BSc Audiology programme.
[email protected]
Dr Ghada Al-Malky MBCHB, M.Aud, Clinical Scientist, Lecturer in Audiology

Coordinator BSc Audiology / Admissions Tutor / MSc Paediatric Module Coordinator / BSc Year 2
Coordinator / BSc Year 2 Unit Coordinator for the Disorders of hearing loss Course / BSc Year 4 Unit
Coordinator for both Integrative Audiology and Paediatrics
[email protected]
Her research interests are about how the cochlea in humans is damaged by ototraumas such as
ototoxic drugs from an auditory biophysics and genetics perspective. She is a medically qualified
doctor, a member of the British Society of Audiology (BSA), the British Academy of Audiology (BAA) and
an HPC state registered clinical scientist (Audiology)
Professor Andrew Forge, BSc, MSc PhD., is the Professor of Auditory Cell Biology, & Director of Centre
for Auditory Research.
[email protected]
His research activities include: Structural characteristics and organisation of the sensory tissues and ion
transporting epithelia of the auditory and vestibular systems in relation to their function, Development of
the auditory and vestibular systems ototoxic mechanisms, Repair and recovery of the sensory epithelia
after damage, Hair cell regeneration, In-vitro models for studying development, ototoxicity, and repair
and recovery processes.
Lorraine Jeffrey Responsible for hearing therapy input to both the MSc and BSc programmes
Professor David Kemp, BSc, PhD, is the Professor of Auditory Biophysics.

[email protected]
Current research projects include: 1. Characteristics of efferent Otoacoustic emission suppression. 2.
Acoustic characteristic of the outer and middle ear with special reference to OAE recordings. 3. Phase and
amplitude characteristics of distortion product Otoacoustic emissions, 4. A computer model of the cochlear
travelling wave, 5. Optimisation of OAE recording and analysis techniques.
Torsten Marquardt Dipl.Ing., Lecturer in Auditory Biophysics.

T: 020 7679 8933 [email protected]
He is coordinator for module 1: Auditory Biophysics and Electroacoustics. His educational background
lies in electro-acoustical engineering, and computer science. Apart from teaching on this MSc course,
he conducts research into hearing at low-frequencies, the binaural system of the auditory brain, and
spatial hearing in general. Otoacoustic emissions, electrophysiology, psychophysics, and computer
modelling are the methods which find application in his laboratory. He is member of the Association for
Research in Otolaryngology.
Paul Radomskij BSc. MSc. Principal Clinical Scientist (Audiology), Lecturer CSci MIPEM.
020 7679 28952 [email protected]
He is Course Tutor (co-ordinator) for the MSc in Audiological Science; BSc Audiology Year 4
coordinator; co-ordinator for the following BSc Units: Balance; and following MSc modules: Clinical and
Professional Practice with Research Methods; Balance. He is Chair of Balance Interest Group (British
Society of Audiology); member of the BSA Education Committee; full member of the British Academy of
Audiology; external examiner for the BSc Audiology Courses at the University of Swansea and
University of Manchester; and honorary lecturer at Kingston University and University of Guildford. His
research interests include development of tests for vestibular function; vestibular rehabilitation;
electrophysiology; acoustics and audiology education having co-developed the National Audiology
Clinical Placement Electronic Portfolio (aka ‘Year 3 Logbook’), which is now used by all the HEIs
providing education in audiology at a graduate and postgraduate level. In addition to his post at UCL he
has a job in the Audiology department, St. George’s Hospital, London working as state registered
clinical scientist.
Professor Stuart Rosen MSc, PhD, Professor of Speech and Hearing Science in Dept. Speech,
Hearing and Phonetic Sciences
T: 020 7679 4077 [email protected]
Deborah Vickers BSc (Hons), PhD, Lecturer. Responsible for coordinating MSc and BSc projects and
coordinator for MSc in Advanced Audiology Course
[email protected]
Her research interests include speech perception and psychophysics in hearing-impaired and cochlear-
implanted adults and children with particular emphasis on binaural processing, electrode discrimination,
music perception, intensity discrimination and temporal processing.
Dr Ifat Yasin, BSc, MSc, MSc, PhD, RHAD clinical Scientist (Audiology)/Lecturer, BSc Year 2 Coordinator,
BSc Admissions Tutor and Clinical Placement Coordinator.
[email protected]
Her general research interest is human auditory processing from the periphery to the cortex, using both
psychophysical and psychophysiological methods. In particular, mechanisms of pitch perception, non-
linear processing of sounds at the level of the cochlea, binaural non-speech and speech perception and
the processing of sounds by individuals with a hearing impairment or specific reading and language
impairments. She is also a member of the Acoustical Society of America, British Society of Audiology
and the British Society of Hearing Aid audiologists.
Administration
Robert Heller BSc Course Administrator
[email protected]
Tele No. 020 7679 8966
Minal Shah MSc Course Administrator

[email protected]
Tele No. 020 7915 1524
Section 1.6 - Visiting Lecturers
Royal National Throat Nose & Ear Hospital
Consultants
Dr Roshini Alles, MS, FRCS, FRCSE, MSc Dr Martin Bellman

Consultant in Audiological Medicine Consultant Paediatrician to the Nuffield Centre
for Speech & Hearing
Dr Deirdre Lucas, MB BS, MRCP, DRCOG Dr Katherine Harrop-Griffiths, MB BS,

Consultant in Audiological Medicine FRCS
Consultant in Audiological Medicine
Dr Rudrapathy Palaniappan Dr Breege McArdle FRCP
Consultant in Audiological Medicine Consultant Audiological Physician
Scientists/Audiologists
Robert Hood Malanka Devronik

Johanna Beyts Rosie Kentish
Julie Hare Robert Royston
Shula Burrows Fiona Wyllie
David Crowhen
Cochlear Implant Team
Ms Wanda Aleksy Jane Bradley
Library Staff
Mr. Alex Stagg & Mr Domenic Stiles

Library ILO/RNID
Other Hospitals
Philip Evans / Steve Watson [Newcommen Professor Linda Luxon*, Dr Ros Davies, Dr
Centre Guys and St. Thomas’s, London] Doris Bamiou* and Albert Coelho
[National Hospital for Neurology &
Neurosurgery, London]
* also now at the Ear Institute from Sept 2008
Dr. Sarita Fonseca, Amanda Ling
[Wandsworth Community ] [Royal London Hospital]
Dr Peter Savundra Dr. Borka Ceranic
[[Northwick Park, London] {St George’s Hospital, London]
Section 1.7 Roles of the Audiologist
Audiology involves investigation of disorders of hearing and balance, particularly in young
children, the elderly and those exposed to industrial noise. Audiologists ensure that reliable and
valid test techniques are used, provide effective scientific input to choice of diagnostic test
procedures, develop and assess new tests, and conduct research on diagnostic and rehabilitative
corrective services for the hearing-impaired. There may be elements of problem-orientated
research and development. On a more general level, scientists are responsible for maintenance
of local and national quality standards. In addition audiological scientists are responsible for the
vestibular test procedures in the assessment of the dizzy patient and may also be involved in
vestibular rehabilitation.
Experienced Audiologists often carry responsibility for providing a comprehensive hearing
assessment and rehabilitative service, which involves direct contact with patients of all ages.
This will entail managing and developing existing services. The main areas of clinical activity are:
• Hearing assessment of adults
• Paediatric audiology (including the hearing assessment of new-born babies);
• Adult aural rehabilitation by means of complex hearing aids and liaison with hearing therapy;
• Electrophysiological assessment of auditory nerve, brainstem or cortex;
• Vestibular testing and
• Testing and maintenance of cochlear implants in profoundly deaf children and adults.
Most audiological scientists work in an audiology department comprising medical, scientific,
technical, therapeutic and educational personnel. Some work in medical physics departments. In
addition to working in the NHS, some work in Industry whilst others go into research.
Qualities of an Audiologist
• Ability to communicate well with all types of people
• Good problem solving skills
• A scientific educational background
• Ability to work as part of a team
• A caring and understanding attitude
• Good manual dexterity
• Analytical skills
Section 1.8 A Career in Audiology
A Career in Audiology
The main route into audiology profession is via a BSc in Audiology involves appropriate
assessment of knowledge, practical skills and competence and successful completion leads to
Registered Practitioner status. At this level, individuals may be considered fit to practice in a
range of direct clinical procedures consistent with the Agenda for Change band 5.
Band Consultant Year Consultant Audiologist with post-graduate qualifications and
8 10+ research experience (PhD or Possible taught Doctorate)
Band Advanced Year Advanced Audiologist with post-graduate training (MSc) and
7 Practitioner 7+ specific expertise in an area of audiology. Educational Role
as Trainer
Band Specialist Year Career Grade Level Audiologist –CPD a requirement of
6 Practitioner 6+ registration at all levels
Band Registered Year 5 Training Portfolio monitoring with CPD
5 Practitioner Rotation in different departments
th
4 Yr State Registration as Audiologist with BSc (Hons) Audiology
4th Yr BSc (Hons) Year 4 Advanced Audiology Modules
Audiology
3rd Yr Year 3 Clinical Competency Assessments
Clinical
2nd Yr Year 2 Audiology Modules
St
1 Yr Year 1 Generic Transferable skills
0 Trainee Audiologist with A levels or equivalent
The demand for Audiologists within the National Health Service is currently high and Audiology
is registered as a shortage profession by the Department for Work and Pensions.
Within the skills escalator there is a route into the profession via postgraduate education as
well as the undergraduate path.
Post Graduate Diploma

Structure of the course
One-year University based course followed by a one-year full-time salaried supervised clinical
practice placement, working under the guidance of a qualified audiologist. A national training
scheme and logbook is a requirement and requires competence-based assessments to be
undertaken. The in-service training period is currently under review and may get extend to 3
years. This option is currently NOT available at UCL. With appropriate first degree this route
should enable registration with RCCP/HPC as a Healthcare Scientist.
MSc in Audiology / Audiological Science

Structure of the Course
One year full-time MSc in Audiology can be undertaken at Southampton University, University
College London or Manchester University.
This is then followed by 18-24 months supervised in-service clinical placement culminating in
a written, practical and oral examination to obtain the BAA Certificate of Audiological
Competency. Successful completion of the MSc practical training also includes a portfolio of
clinical training, research and personal development leading to the Association of Clinical
Scientists Certificate of Attainment required for Registration to the Health Professions Council.
However, as the number of places offering CAC training is limited, MSc students should
alternatively try to obtain a post within the NHS that supports in-service training, allowing
student to complete the National training scheme and logbook as per the postgraduate
diploma route [obtaining School of Audiology Certificate in Clinical Competency and again
registration as a healthcare scientist].
Salaried trainees are appointed on fixed-term contracts that last between two and two and a
half years. After this, they must complete the Association of Clinical Scientists (ACS) certificate
of attainment to gain registration and apply for permanent posts. It is also possible to study for
the MSc without being an NHS trainee, but funding must be investigated carefully - ask course
providers for more information.
Further training takes place on the job. The audiological profession has recently undergone
changes and has seen the introduction of new career and training structures. Prospective
clinical scientists in audiology should contact the British Academy of Audiology for further
details and up-to-date information.
Below you will find some useful web page addresses:

Organisation Web Address
Audiological Science at the ILO http://www.ucl.ac.uk/audiological-science
British Academy of Audiology http://www.baaudiology.org/
Links of Interest in Audiology http://www.il-st-acad-sci.org/health/audiol.html
British Society of Audiology (BSA) http://www.b-s-a.demon.co.uk/index.html
British Academy of Audiology (BAA) http://www.baaudiology.org/
Modernising Hearing Aid Services http://www.mhas.info/audiologists/audiologist.htm
Universal neonatal hearing screening http://www.nhsp.info/
RNID Medical Research Unit http://www.tinnitus.org
Central Office for Research Ethics http://www.corec.org.uk/
Committees
European Federation of Audiology Societies http://www.dtas.dk/DTASefas.htm
(EFAS)
Association for Research in Otolaryngology http://www.aro.org
(ARO)
National Physical Laboratory (NPL) http://www.npl.co.uk
Institute of Noise Control Engineers (INCE) http://hometown.aol.com/iince1
Acoustical Society of America (ASA) http://asa.aip.org/
Institute of Sound and Vibration Research http://www.isvr.soton.ac.uk/
(ISVR)
Journal of Laryngology and Otology (JLO) http://www.jlo.co.uk/
American Academy of Audiology (AAA) http://www.audiology.org/
0
Audiology Protocols
Diagnostic-Audio vestibular Source Date World wide web (URL)
Pure tone air and bone conduction threshold audiometry with and without masking BSA 2004 Link
and determination of uncomfortable loudness levels
Rinne and Weber tuning fork tests BSA 1987 -
Sound field audiometry with pure tone and narrow-band test signals BS EN ISO8253-2 1998 -
Speech Audiometry BS EN ISO8253-3 / BSA News 1994 -
Tympanometry BSA 1992 -
Caloric Testing BSA 1999 -
Hallpike Procedure BSA 2003 -
Cleaning of specula etc. BSA 1998 -
Auditory Rehabilitation
Taking an aural impression BSA 2004 -
Guidelines on the direct referral of adults from GPs to hearing aids services RNID 1989 -
Guidelines on using REMS to verify performance of DSP Hearing Aids BSA / BAA 2006 -
MHAS Patient journey Protocols – direct referral, fitting, follow-up; ENT referral: MHAS 2002 Link
first assessment; reassessment; repairs – postal and in-person
Glasgow Hearing Aid Benefit Profile (GHABP) Protocol MHAS 2002 Link
Glasgow Hearing Aid Benefit Profile (GHABP) Form MHAS 2002 Link
Glasgow Hearing Aid Difference Profile (GHADiffP) Protocol MHAS 2002 Link
Glasgow Hearing Aid Difference Profile (GHADiffP) Form MHAS 2002 Link
Guideline 1: Ear impressions and ear mould for children MCHAS 2002 Link
Guideline 2: Testing DSP aids in the field MCHAS 2002 Link
Guideline 3: Hearing aids for children: fitting and verification MCHAS 2002 Link
Guideline 4: FMADVANTAGE - Procedures for the setting up of FM radio MCHAS 2002 Link
Guideline 5: Child-adult service transition systems with hearing aids MCHAS 2002 Link
Guideline 6: Audiology service links between health and education services for MCHAS 2002 Link
children's hearing aid management
0Paediatric Hearing Assessment

Tympanometry in neonates and infants under 4 months UNHS 2002 Link
TEOAE Testing in Babies UNHS 2002 Link
Click ABR Testing in Babies UNHS 2002 Link
Bone conduction ABR Testing in Babies UNHS 2002 Link
ABR Testing in Babies using tone pip simulation UNHS 2002 Link
Behavioural observation Audiometry Testing in Babies UNHS 2002 Link
Distraction Screening Test Protocol UNHS 2002 Link
Distraction Diagnostic Test Protocol UNHS 2002 Link
Visual Reinforcement Audiometry Testing of infants UNHS 2002 Link
Quality Standards
Best Practice standards for adult audiology RNID 2002 Link
Best Practice standards fro adult audiology – performance measures RNID 2002 Link
Quality Standards in Paediatric Audiology - Vol IV Guidelines for the early NDCS 2000 Link
identification and the audiology management of children with hearing loss
Quality Standards in Bone Anchored Hearing Aids for children and young people NDCS 2003 Link
Quality Standards in Paediatric Audiology - Vol III Cochlear implants for children NDCS 1999 Currently being updated
Quality Standards in the Early Years: Guidelines on working with deaf children NDCS 2002 Link
under two years old and their families (England)
0
SECTION 2 – THE MSc AUDIOLOGICAL

SCIENCE PROGRAMME
Section 2.1 - Aims and Objectives of the MSc
The course is designed to provide the theoretical, clinical, research and vocational skills
necessary for those students who wish to pursue a career as an audiological scientist /
audiologist and/or a career in research.
The programme consists of eight components for the MSc and seven components for the
Postgraduate diploma students.
MSc/Postgraduate diploma
Module 1 Auditory Biophysics and Electroacoustics
Module 2 Anatomy and Physiology of the Audio-vestibular system
Module 3 Diagnostic Audiology
Module 4 Auditory Rehabilitation
Module 5 Balance
Module 6 Paediatric Audiology
Module 7 Clinical and Professional Practice & Research Methods
MSc Audiological Science
Module 8 Research Project

Section 2.2 - The Course: Background
Recent advances in biophysics and cell biology of the ear have revolutionised concepts of how
the ear works and its pathophysiology, and new technologies for the assessment and diagnosis
of hearing disorders have been developed. At the same time, clinical concepts have changed with
greater emphasis on the care and management of patients, and on psychological studies of those
with auditory and vestibular disorders.
The MSc course provides a detailed study of the hearing and balance mechanisms: their
structure, function and pathology. The relationship between laboratory research and clinical
aspects form a key element: lectures, demonstrations and tutorials are complemented by
practical experience in the clinic and laboratory.
The major part of the course is concerned with the practice of audiological science in its various
aspects, including investigative Audiology, paediatric Audiology, Neuro-otolgy, auditory and
vestibular rehabilitation. Here too, the technical and scientific bases will be emphasised, with
training given in the use and calibration of audiometric equipment, the fitting and testing of
hearing aids, audiovestibular assessment of the children and adults presenting with hearing
impairment, speech delay or with dizziness/imbalance. In addition, each student will undertake an
independent investigation and prepare a research report.
The basic science part of the course is designed as an integrated package. Modern audiological
science demands that the student achieves basic competence in mathematics, physics,
acoustics, electronic systems, computer usage, signal processing and speech analysis, as well
as in the traditional areas of anatomy, physiology, biochemistry and histology as applied to
hearing and balance and their disorders.
Teaching of the physical, mathematical and technical bases of Audiological Science will be
closely co-ordinated with the teaching of the modern views of the structure and function of the
auditory and vestibular system. The course organisers are aware of the wide variety in level of
experience of the students in the basic sciences. For example, unfamiliar concepts of mechanical
resonance and signal processing are introduced in relation to the response of the structures of
the ear to sound, and the limiting properties of the neural system for information handling. “Hands
on” experience will be emphasised in this aspect of the course. After the underlying concepts are
firmly grasped, formal teaching will follow, to bring the student to an examinable MSc level.
The theoretical, clinical and research components of the course, will be assessed and must be
passed for the award. It will be a one-year full time or two to three year part tune taught course
designed to provide an in-depth theoretical and practical training primarily for those wishing to
pursue a career in research and/or clinical practice in the field of Audiology.
Lectures and seminars will be given by leading researchers in the field and clinical experience
will be gained from recognised centres covering all aspects of diagnostic and rehabilitation in
adults and children.
The research project will be chosen from a number suggested by supervisors at The Ear
Institute and will be assessed from a thesis submitted by end of September. (The Diploma
students in Audiological Science do not need to complete the research module)
Section 2.3 - The Course Structure
The course runs for a calendar year from end of September to end of September and consists
of two academic terms of lectures, seminars and practical sessions. Research is undertaken in
the remainder of the year after the examinations. The project report is submitted by the end of
September.
The MSc. in Audiological Science consists of eight modules:
• Each module is typically sub-divided into 10 topic areas, divided between the first and
second terms.
• All taught modules carry 15 credits, except the clinical practical training module, which
carries thirty.
• In Term 3 there may be some lectures and external visits aimed at combining the
theoretical, practical, clinical, scientific and medical aspects of the taught programme. The
final written papers and practical exam will also be taken in term three.
• Continuous assessment (practical training) module running throughout the year, with up to
two weeks of practical sessions in the third term.
• Following the final written and practical examinations in term 3, the student should then
complete their chosen research project, successful completion of which will carry 60
credits.
Successful completion of the MSc. course requires student to obtain 180 credits i.e. 120
credits from the taught programme and 60 for the project.
MODULE TITLES
FIRST & SECOND TERM Credits
Module 1 (AUDLGS08) Auditory Biophysics and Electroacoustics 15
Module 2 (AUDGS02) Anatomy and Physiology of the Audio-vestibular system 15
Module 3 (AUDGS03) Diagnostic Audiology 15
Module 4 (AUDGS04) Auditory Rehabilitation 15
Module 5 (AUDGS05) Balance 15
Module 6 (AUDGS06) Paediatric Audiology 15
Module 7 (AUDGS07) Clinical and Professional Practice & Research Methods 30
THIRD TERM (Preparation in First & Second)
Module 8 Research Project 60

The Postgraduate Diploma in Audiological Science consists of seven modules:
• Each module is typically sub-divided into 10 topic areas, divided between the first and
second terms.
• In Term 3 there may be some lectures and external visits aimed at combining the
theoretical, practical, clinical, scientific and medical aspects of the taught programme.
• Continuous assessment (practical training) module running throughout the year, with up to
two weeks of practical sessions in the third term.
• All taught modules carry 15 credits, except the clinical practical training module, which
carries thirty.
Successful completion of the Postgraduate diploma course requires student to obtain 120
credits.
MODULE TITLES
FIRST & SECOND TERM Credits
Module 1 (AUDLGS08) Auditory Biophysics and Electroacoustics 15
Module 2 (AUDGS02) Anatomy and Physiology of the Audio-vestibular system 15
Module 3 (AUDGS03) Diagnostic Audiology 15
Module 4 (AUDGS04) Auditory Rehabilitation 15
Module 5 (AUDGS05) Balance 15
Module 6 (AUDGS06) Paediatric Audiology 15
Module 7 (AUDGS07) Clinical and Professional Practice & Research Methods 30

0
MSc/ /Diploma Audiological Science Timetable Structure
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
MODULE 7 & 8 MODULE 4 MODULE 7 MODULE 7 MODULE 5

STATISTICS / RESEARCH
METHODS AUDITORY CLINICAL AND CLINICAL AND BALANCE
REHABILITATION PROFESSIONAL PROFESSIONAL
TERM 1 MODULE 2 PRACTICE PRACTICE
ANATOMY & or
PHYSIOLOGY STUDY PERIOD
MODULE 1 MODULE 4 STUDY PERIOD MODULE 3 MODULE 6
AUDITORY BIOPHYSICS AUDITORY DIAGNOSTIC PAEDIATRICS

AND REHABILITATION AUDIOLOGY
ELECTROACOUSTICS
MODULE 7 & 8 MODULE 7 MODULE 7 MODULE 3 MODULE 5
STATISTICS / RESEARCH
METHODS CLINICAL CLINICAL DIAGNOSTIC BALANCE
PLACEMENTS PLACEMENTS AUDIOLOGY
TERM 2 MODULE 2
ANATOMY &
PHYSIOLOGY
MODULE 1 MODULE 3 MODULE 6
AUDITORY BIOPHYSICS DIAGNOSTIC PAEDIATRICS

AND AUDIOLOGY
ELECTROACOUSTICS
- Supplementary Clinical Practise and Exam Tutorials
- Final Written Examinations (Module 1 To 6)
TERM 3 - Final Practical Examinations - Clinical Testing Skills (Module 7)
+ To end of - Visits
September - Research Project (MSc Students Only)
0
Full-Time Structure
All modules to be completed within 12 months (Note – see special rules applicable for
completion and/or resubmission of module 8)
Module 1 to 6
There will be one modular test per module during term 1 and 2. There will be one final
examination paper per module in Term 3. The examination papers are identical for the full and
part-time courses.
Module 7
See Clinical and Professions Skills Manual for details
Module 8
See Research Dissertation Handbook for details (moodle)
Practical Sessions & Project Work

Projects should be started as soon as possible, after projects allocated in Term1 of the first
academic year for full-time students and before the end of the first year for part-time students.
Part-time students working within the NHS may be allowed to develop their clinical practise
portfolio in their clinical training centre to meet partial requirements of module 7. This may be
undertaken at the student's NHS workplace and/or at the Institute and collaborative partners.
Part-time students without NHS experience will have to allocate tine in the summer of the first /
second academic year to attend the ‘Summer School Training Course’ – 10 days in total.
Details will be provided and attendance will be compulsory. Note – if insufficient students then
this will not be run and students should expect to attend UCL on Tuesday and Wednesday of
term 2 to meet requirements of Module 7
Although the contact time at the university is mainly in term 1, 2 and 3, it is recommended that
part-time students allocate at least one day per week over the full academic year if studying
via option A (or two days per week over full academic year for option B)
Students from suitable audiology background may be expected to complete the MSc.
programme within 3 years.
The student should state in writing the modules they will be starting each year (via PORTICO).
NOTE – RESIT examination are usually held in July. Only one resit allowed per module. If
student fails the resit examination (<50%; one at <45%) then they will not be allowed to
proceed with the project and may be awarded Master Level training Certificates for those
modules completed (under discussion).
PLEASE NOTE – CURRENTLY PART-TIME OPTION NOT AVAILABLE
TERM DATES FOR 2008/2009
Monday 22nd September 2008 - Friday 12th December 2008

Monday 12th January 2009 - Friday 27th March 2009
Monday 27th April 2009 - Friday 12th June 2009
LECTURE TIMES
Lectures will normally be between the hours of 9.30 am and 5.30 p.m. (although some are
scheduled to start at 9.00 – please take note!).
There will be time scheduled for personal study and library research.
Students will be given personal assignments and be expected to prepare one essay and
present two seminars during the year. There will be group tutorials to identify general and
specific problems relation to the course material. The Course Tutors’ meetings will use this
feedback in planning any future programme.
Section 2.4 The Modules

Each of the modules shall be described in the main under the following headings:
• Module Co-ordinators
• Aims and Objectives
• Intended Learning Outcomes
• Teaching
• Assessment
• Recommended Reading:
• IT resources:
• Venue
• Lecturers
Students will need to undergo Criminal Record Bureau check before undergoing any
practical training within the NHS
Module 1 (AUDLGS08) - Auditory Biophysics and
Electroacoustics
Module Coordinators: Prof. David Kemp, Dr. Torsten Marquardt, Prof. Stuart Rosen
Objectives of module: The aim of this module is to give the students a basic understanding of
acoustics, signal processing, the physical principles of operation of the auditory system, the
science behind the measurement of hearing function, and the technical and practical aspects of
audiometric instrumentation.
Teaching time: approx. 66 hours
1.1 Essential Maths and Physics Revision

Students will be expected to have a working knowledge of basic maths and physics up to
GSCE GRADE A. A sample test paper will be provided before the commencement of this
module to illustrate the standard required. There will be an assessment test for all students to
identify areas of weakness at the start of the course. It is not the purpose of this Module to
teach elementary maths and physics - but tutorial time will be allocated to assist students
working to improve their standard.
To fully appreciate the lectures in this module students are required to be able to:
• Perform arithmetical calculation accurately. Understand the importance of the dimensions
of basic units and notations used to express quantities.
• Formulate and manipulate simple first and elementary second order algebraic equations
• Understand and use logs, exponential, sine cosine and tangent functions
• Understand the concepts of physical inertia, elasticity and friction
• Describe, and use Newton’s laws of motion and ohms law for electrical circuits
• Describe, understand and perform basic calculations with kinetic and potential energy
• Formulate and perform calculations related to velocity distance and acceleration, voltage
and current
• Know the graphical form of simple functions and be able to draw and interpret the
behaviour of simple mathematical functions graphically.
1.2 Acoustics, Waves and Signals

The section will introduce the physical nature of sound and vibration, sound pressure, physical
units of sound and vibration measurement, waves- wave velocity, frequency wavelength, wave
transmission, reflection, refraction, interference. The section will also introduce signals as
waveforms, basic synthesis and analysis of signals; frequency domain and time domain
representations of a signal; resonance, system frequency response signal filtering and band
limiting.
Following this section, students will be expected to be able to:

• Draw waveforms of oscillating motion and signals from written descriptions.
• Understand and distinguish between waveforms representing measured signals, from the
graphical representations of wave propagation (i.e. the difference between a spatial
representation of a travelling wave and the waveform of the motion at a point).
• Understand the nature of and difference between the various types of wave propagation
including sound waves and transverse waves for example along the basilar membrane.
• Use and manipulate wave parameters such as velocity, frequency and wavelength in
relation to sound and other modes of propagation to answer simple questions including
question on sound location and standing waves.
• Describe and draw waveforms and spectrums of common signal types including sine,
square, triangle pulse, white noise, pink noise, band limited noise, frequency and
amplitude modulated signals, gated, compressed, threshold and clipped signals
• Students will gain a good understanding from practical demonstrations of what is meant by
the ‘response’ characteristics of a system from various perspectives including:
• The forced and natural motion of a mass spring damped system- displacement, velocity
and acceleration.
• Waveform of damped oscillations, Q and decay time constant
• The exchange of potential and kinetic energy inside an oscillating system
• The frequency response of a system- its bandwidth
• Representation of the frequency response of a simple resonant. Q factor
• Phase and complex notation for signals.
• The general concept of impedance. Elementary mechanical, acoustic, electrical
applications
1.3 Signal measurement and analysis

• The practical measurement of sound, sound pressure, wavelength, velocity
• The addition/combinations of sounds/sound pressures, wave interference
• Signal statistics mean, peak-peak, power, rms.
• The decibel, sound pressure level, and dB used for other purposes.
• Significance, usage and manipulation of the decibel logarithmic and linear frequency
scales, the octave, ½, 1/3 octave etc.
• Practical sound measuring instruments, the sound level meter
• Need for weighting dBA dBC, band limiting, peak, and integration of sound level
• Practical measurement of electrical signals. amps, voltages Watts, dB’s
• The oscilloscope, the spectrum analyser, waveforms, periodic, aperiodic, signal spectra,
line spectra, classic examples sine, square, pulse, triangle pink, white. Sound synthesis
harmonics, harmonic and intermodulation distortion,
1.4 The Measurement of Hearing
• Psychophysical properties of hearing - limits and range of human hearing
• Energy consideration in hearing, role of middle ear
• Psychophysical measurement methods: Method of Adjustment, method of limits, forced
choice methods, psychometric function, adaptive procedures
• Comparison of psychophysical and physiological measurement results
• Psychophysical properties of hearing - limits and range of human hearing
• Threshold, difference limens, minimum audible field, equal loudness contours, pitch,
auditory 'mapping', masking, binaural hearing.
• The auditory filter, loudness in an ‘input-output’ context
• Use and limitations of amplification in hearing correction
• Introduction to audiological and hearing research instrumentation- the typmanometer,
audiometer, evoked response instruments.
1.5 Biophysical Basis of Auditory Function (with demonstrations)
(NB: students will already have become familiar with the anatomical details of the peripheral
auditory system from module 2 which will be reviewed and referred to within this section.)
• The ear as a signal acquisition and processing system. The transformations in signals that
occur throughout the peripheral auditory system
• The audio signal in its transmission and analysis through the middle ear, through the
cochlear travelling wave system and finally to the intracellular potential of the inner hair
cells and the activity of the auditory nerve
• The filtering mechanism of the cochlea, its parameters, its origin, its value and the changes
which occur during cochlear disorder
• The form of the travelling wave in detail with the reasons for its form related to anatomical
factors
• The function of the middle ear and the travelling wave analysed in relation to the energy
flow
• The relation between the cochlear travelling wave and hearing characteristics
• The inner hair cell potentials analysed with respect to their waveforms and its relation to
the incoming signal
• The properties of the auditory nerve and its impact on signal transmission.
1.6 Electro-acoustics, Electronics, instrumentation

• The components of electrical and electronic circuits - resistors, capacitors, inductors, ICs
• Transducers, microphones, loudspeakers. Acoustic coupling, resonators, standing waves.
• Amplifier properties and description, amplification, filtering, distortion, power consumption.
• Hearing deficit compensation, methods and limitations
• Digital and analogue circuitry. Computer communications, interfaces, software
• Basic principles and construction of audiological instrumentation
• Detailed functional description of the audiometer and the tympanometer
• Calibration of audiological instrumentation. Principles of acoustic calibration
• Specific calibration techniques and practices appropriate to response measuring
equipment and clinical audiological instruments
1.7 Practical Signal processing & Enhancement Methods

• The nature of signals and noise, their analysis quantitative description
• The use of synchronous signal averaging for signal enhancement. (Should be able to
make calculations stressing the effectiveness of various averaging profiles).
• Filtering and band limiting, their quantitative description and the advantage of filtering for
signal enhancement.
• The identification and description of noise contamination within signals
• The theory of Fourier transformation and its practical implementation
• The Fourier transformation and the spectrum of common signals
• Statistics in relation to signals and signal measurements
• Aspects of statistical analysis relevant to the processing of signals and data including
RMS, standard deviation, correlation and cross-correlation's, confidence intervals
• Advanced aspects of signal extraction from noise, averaging, filtering, validation
1.8 Recordable signals and responses of the peripheral auditory system
• A review of physiological activity in the peripheral auditory system related to the reception
of sound
• Physiological signal measurement and its relation to auditory function
• The form, properties and mechanisms for generation of OAE, CM, AP, SP, and middle ear
response
• Relation of physiological responses to hearing function
• Relation of psychoacoustic parameters (threshold, difference limens, auditory filter) to
physiological measurable characteristics
• The effects of pathology on measurable auditory responses. Diagnostic logic in relation to
auditory responses
• Practical and instrumentational aspects of auditory response acquisition
• Transient, distortion and spontaneous OAEs- detailed measurement techniques and
relation to cochlear function.
Integrated within the taught and practical sections 1.1-1.8 will be
1) Research techniques and experimental audiology

• Scientific methods, experimental techniques, planning research, assessing scientific
quality, processing data, reporting results
• Historical and current case studies of important developments in audiological science
2) Practical lab work/demonstrations (throughout module)

• Basic practical familiarisation sessions with following
• Electrical circuits: battery resistor combinations- measuring volts and current
• Transducers and waveforms: microphone, loudspeaker, oscilloscope, oscillator,
amplifier.
• Sound: frequency, wavelength, phase delay due to travel time, speed of travel.
Reflection standing waves, acoustic resonance
• Sound Measurement: sound level meter, filters, octave A B C , time constant
hearing
• Psychoacoustics- listening, judging, and responding.
• Mechanical systems - oscillating mass-spring - resonant frequency, damping, decay
time constant
Class Demonstrations
• Observation, synthesis and analysis of simple signal waveforms
• Observation of physical resonance, measurement of bandwidth, Q and time constant
• Computer spreadsheets, data entry, basic statistics and graph production
• Signal recovery and enhancement using averaging and band limiting
• Detailed measurement of TEOAEs, DPOAEs and SOAEs
• Analogue and computer based cochlear models- simulation of filtering action of the
cochlea.
Teaching
Acquisition is through lectures, tutorials and regular (non-assessed and assessed)
coursework. Throughout the learner is encouraged to undertake independent reading both to
supplement and consolidate what is being taught / learnt and to broaden their individual
knowledge and understanding of the subject.
Term 1 will have some joint teaching with the BSc Audiology (Year 1) and MSc Audiological
Medicine students. [Signals and systems with professor Stuart Rosen]
http://www.phon.ucl.ac.uk/courses/spsci/sigsys/index.html
Assessment
Final unseen 2 hour written examination 78%
Mini test (Term 1) 11%
One resit allowed per final written examination; each failed mini-test should be resubmitted
with model answers (open book exam – two weeks for submission after date informed).
Recommended Reading
1) Rosen, S., and Howell, P. (1991). Signals and Systems for Speech and Hearing
(Academic Press, London).
2) Hartmann, W. M. (1998): Signals, sound, and sensation. AIP Press, Springer.
3) Fundamentals of Acoustics (Chapter 11 & 12) Editor: Kinsler et al. Publisher: John Wiley
1982
4) An introduction to the Psychology of Hearing- B. Moore Academic Press
5) An introduction to the Physiology of Hearing - J Pickles Academic Press
6) Otoacoustic Emissions: Clinical Applications (1995, 2001, 2006) edited by M. Robinette and
T. J. Glattke (Theime, New York)
7) Handbook of otoacoustic emissions 1999 J W Hall III Singular Press
8) New developments in hearing and balance. Eds Brian C.J. Moore, Jonathan Ashmore,
Mark Haggard British Medical Bulletin 63 , Oxford University Press 2002
9) GCSE school Maths and Physics revision texts
10) Acoustics for Audiologists, Peter Haughton, 2002, Academic Press
Lecturers
Professor David Kemp
Professor Stuart Rosen
Dr Torsten Marquardt
Robert Royston
Module 2 (AUDLGS02) - Anatomy and Physiology
Module Coordinator: Dr Ifat Yasin
Objectives of module: The aim of this module is to provide an understanding of the normal
structure and physiological function of the auditory and vestibular systems and of how
pathological processes affect both. This will provide the firm basis of understanding required in
clinical practice and/or research. Lectures will cover the gross anatomy of the ear proceeding
to the detailed structure of the cochlear and vestibular systems and of the relationship of
structure and function in the transmission and processing of external stimuli from the periphery
to the cerebral cortex. This will be followed by the way in which pathological processes affect
the structure and physiology of both systems, and of how repair, regenerative and
rehabilitative methods may ameliorate these affects. The module will also provide information
concerning the normal embryological development of the auditory and vestibular systems and
how genetic defects may affect these processes.
Teaching Time: approx. 66 hours
Intended Learning Outcomes
2.1 Introduction to cell biology

Knowledge and understanding of -
• Basic cell biology
• Basic biochemistry
• Basic molecular biology
• Organisation of cellular structure
• Sensory epithelia
• Basic neural structures and transmitters
• Molecular aspects of neurotransmitters
2.2 Basic Anatomy

• Gross anatomy of the ear
• Histology of the ear - middle ear
• Microscopic Anatomy of the inner ear
2.3 Structural and functional relationships of the cochlea and vestibular system
• Cellular organisation of the inner ear
• Molecular biology of the inner ear
• Fluids in the inner ear and their relationship to cell physiology
2.4 Auditory and Vestibular Pathways

• Efferent and afferent innervations in the cochlea and vestibular system
• Outline of the ascending and descending in the auditory pathway
• Detailed structure of cochlear nucleus
2.5 Physiology of the auditory and vestibular pathways

• Physiology of the peripheral auditory and vestibular system
• Physiology of the central auditory pathway
• Central auditory processing
• Physiology of the vestibular pathway
2.6 Embryology and molecular aspects of development of the inner ear at the cellular
level
• Basic Embryology of the ear
• Development of the inner ear
• Molecular aspects of developmental phenomena in the inner ear
2.7 Genetics
• Introduction to genetics -principles of inheritance
• Basis of genetic deafness: syndromic and non-syndromic deafness
2.8 Effects of ototrauma on the inner ear and the central auditory pathway
• Effects in the inner ear of: i) noise (2)
ii) ototoxic drugs (2)
• Effect of loss of sensory input on the auditory pathway in development and in the adult (2)
2.9 Basis of current interventions and strategies to prevent or ameliorate damage in the
auditory system
• Repair and regeneration in the inner ear
• Plasticity in the auditory pathway after loss of sensory input
Mini-tests and tutorials - one per term
Teaching Method
Taught lectures tutorials and revision sessions. Regular assessed and non-assessed
coursework supplemented and broadened by independent reading.
Term 1 will have some joint teaching with the BSc Audiology (Year 1) and MSc Audiological
Medicine students.
Assessment
Testing of breadth and depth of knowledge through unseen written examination

Recommended Reading
See Main Reading List for general audiology textbooks + the following -
1. Friedman, I and Ballantyne, J. (1984) Ultrastructural atlas of the inner ear. Butterworth.
2. Hackney, C.M. (1987) Anatomical features of the auditory pathway from cochlea to cortex
in British Medial Bulletin Vol 43 780-801.
3. Iurato, S. (1967) Submicroscopic structure of the inner ear. Oxford Pergamon Press.
4. Pickles, J.O (1988) An Introduction to the physiology of hearing. Academic Press 2nd
edition.
5. Salvi, R., Henderson, H. Fiorino, F., Colletti, V. (1996) Auditory system plasticity and
regeneration.
6. Schip, van Het.(1983) The inner ear (Pictorial ). Duphar.
7. Webster, D., Popper, R.A.N. and Fay, R.R. The mammalian auditory pathway. Sp
Lecturers
Dr Sally Dawson
Professor Andy Forge
Dr Dan Jagger
Professor David McAlpine
Dr Ifat Yasin
Regina Nickel
Module 3 (AUDLGS03) - Diagnostic Audiology
Module Coordinators: Dr Josephine Marriage
Objectives of module: The aim of this module is to provide the basic theory and application
of audio-vestibular diagnostics testing, and will underpin the Practical Module 7. It will cover
clinical adult audiology including normal function and ageing, aspects of test techniques and
detailed differential diagnosis with management strategies applied to adults. The module will
fulfil the adult audiology requirement of the MSc /Diploma in Audiological Science.
3.1 Causes of hearing disorders & epidemiology

• Overview of hearing disorders: perforations, glue ears, otosclerosis, tinnitus, Menière’s,
eighth nerve tumours, brainstem lesions
• Disorders causing hearing impairment - conditions of external and middle ear - otosclerosis,
ossicular dislocation, infections, otitis media, trauma
• Disorders causing hearing impairment: conditions of the inner ear; vascular, metabolic,
neurological and immunological
• Conditions of inner ear; trauma, NIHL, ototoxicity, bacterial and viral diseases, metabolic
endocrine, RH incompatibility, investigation of SNHL.
• Unilateral hearing loss
• Acoustic neuroma
3.2 Clinical tests & examinations

• Overview of diagnostic testing strategy - what tests can be done and why?
• Clinical tests of hearing function - tuning fork tests and otoscopy
• Taking patient history of adults
3.3 Pure-tone audiometry

• Pure tone audiometry: Methods, threshold criteria, air conduction & bone conduction,
classification of audiograms, configurations, classification of severity, symmetry, disability
• Masking and the use of masking charts, principle of masking, choice of maskers, critical band,
upward spread of masking, clinical methods for masking air and bone conduction thresholds,
when is masking necessary/impossible, forward and backward masking, central masking
• Basic speech audiometry.
3.4: Middle Ear Immitance Audiometry

• Basic principles of impedance audiometry.
• Tympanometry (Jerger’s classification) in adults.
• Tympanometry in children.
• Introduction to acoustic reflex threshold and acoustic reflex decay
• Acoustic reflex measurement, parameters affecting ART, I/L ART, artefacts, ART and s/n
hearing loss, criteria, clinical application, ARD
3.5 Electrophysiology & Otoacoustic emissions
• Electrophysiology - Instrumentation and techniques
• EcochG, ABR, MLR , ASSR
• Event related potentials, corticals, P300, mis-match negativity and mapping.
• ABR Case Histories
• Practical Electrophysiology (2.5)
• Clinical application of OAE
3.6 Auditory perception Psychophysics & tinnitus

• Pitch perception
• Binaural phenomena
• Assessment of tinnitus -tinnitus matching and masking
• Management of tinnitus and tinnitus case histories
• Tinnitus and central auditory disorders
3.7 Industrial Audiometry

• Overview of Industrial Audiometry, measurement and classification of noise induced
hearing loss; legislation.
• Industrial Audiometry: Hearing Protectors.
• Effect of noise on the auditory system
• Diagnosis of noise induced hearing loss
• Non-auditory effects of noise.
• Medico-legal aspects of NIHL
3.8 Alternative Audiometric Tests

• Tympanic membrane displacement
• Traditional diagnostic tests: Tests of recruitment: ULL and ABLB. Tests of abnormal
adaptation: the tone decay test (two versions). Speech recognition test. Clinical applications
separately and together. Clinical relevance.
• Tests of cortical function: Function of auditory cortex and corpus callosum, Kimura’s model,
Dichotic tests: Digits, CVs, DSI, DRT, Interaural attention and sequencing tests, problems in
interpreting dichotic test results, lateralisation, case presentations
• Tests of brainstem function: Theories regarding the role of the brainstem in auditory
processing; Monaural degraded speech tests: masked Speech and SSI-ICM; Binaural
interaction tasks: binaural fusion, RASP, MLD. Diagnosis vs. function: The brainstem test
battery; Brainstem hearing loss.
3.9 Effects of hearing loss and diagnostic testing strategy

• Application of tests as part of a diagnostic testing strategy. Relationship between test results.
Dealing with conflicting and supportive data. Writing patient reports
• Sudden deafness - clinical aspects
• Non-organic hearing loss and its investigations
• Handicapping hearing loss
• Case histories - adult diagnostics
• Patient confidentiality. Health and safety issues (handout)

Teaching Method
Taught lectures tutorials, practical demonstrations and revision sessions. Regular assessed
and non-assessed coursework supplemented and broadened by independent reading.
Term 1 will have some joint teaching with the BSc Audiology (Year 2) students.
Assessment
Final unseen 2 hour written examination: 78%
Recommended Reading
1. An Introduction to the Physiology of Hearing Editor: Pickles J.O. Publisher: 2nd Edition
Academic Press 1988
2. Handbook of Clinical Audiology Editor: Katz. Publisher: 5th edition Williams and Wilkins
2002
3. Handbook Auditory Evoked Potential Editor: James W Hall III, Allen & Bacon Publisher:
1992 ISBN 0205, 135 668
4. Audiology Clinical Protocols Allyn and Bacon ISBN 0-205-26824-2
5. The Auditory Brainstem Response Jacobson (1985) Taylor and Francis
6. Auditory diagnosis - Principles and Applications Sholomo Silverman Academic press Inc.
1991
7. Scott Brown’s Otolaryngology Vol. I, II and II, 6th edition; Butterworths, 1997.
8. Hinchliffe R. (ed.), Hearing and Balance in the Elderly; Churchill Livingstone, 1993.
9. Hallam R., Living with Tinnitus; Thorsons, 1989.
10. Adult Audiological Medicine; British Association of Audiological Physicians Document,
1994.
11. Assessment of Central Auditory Function Pinheiro M L and Musiek F E (1985) Williams
and Wilkins, ISBN 0-683-068873
12. Clinical Otoscopy, 2nd Edition Hawke M, Keane M, Alberti P (1990) Churchill Livingstone
ISBN 0-443-04044-3
13. Evoked Potentials in Clinical Testing Halliday A M (1993) 2nd Edition Churchill Livingstone
ISBN 0-443-04050-8
14. Beagley (ed.), Audiology and Audiological Medicine; Oxford University Press, 1981.
Ludman (ed.), Mawson’s Disease of the Ear, 5th edition; Edward Arnold, 1988
Venue
The majority of lectures in Term 1 will be held in The Ear Institute Lecture Theatre jointly with
BSc Year 2 Audiology students on Tuesday mornings. Lectures in term 2 will be held in MSc
Seminar Room 1. All venues subject to alteration – please check the current timetable for up
to date information.
Lecturers
Dr Ghada Al-Malky; Dr Borka Ceranic; Lorraine Jeffrey
Amanda Ling; Professor David McAlpine
Dr Josephine Marriage
Dr Lawrence McKenna
Dr Rudrapathy Palaniappan
Professor Deepak Prasher
Paul Radomskij
Professor Stuart Rosen
Module 4 (AUDLGS04) - Auditory Rehabilitation
Module Coordinator: Francis Ajiboye
Objectives of module: The aim of this module is to provide the students with management
strategies and techniques for rehabilitating patients with hearing loss. It will cover hearing aid
technology, earmould, hearing aid selection and fitting, performance verification, rehabilitation
models, digital hearing aids, hearing therapy, implantable devices (BAHA and cochlear
implants) and aural habilitation in children.
4.1 Hearing Aid Technology

• Overview of hearing aids and rehabilitation
• Hearing Aid Components I -Block diagram
• Hearing Aid Design and Electronic Components
• Hearing Aid – Electroacoustics Properties I
• Types of Hearing Aids - relative merits and aims of hearing aid fitting
• Hearing Aid Components II -Block diagram
• Hearing Aid – Electroacoustics Properties II
• Demonstration of electroacoustic properties. British & European measurement standards
and specifications relevant to hearing aids
4.2 Hearing Aid Selection and fitting

• Measurement of sound – use of dB
• Types of hearing loss and implications of hearing aid fitting
• Direct referrals to audiology - TTSA guidelines, protocols and procedures
• The dynamics of compression: linear and non-linear system, compression characteristics,
and loudness intolerance. Recruitment management, peak clipping and compression
• Acoustical, non-acoustic and practical aspects of hearing aid selection
• Prescription fitting. Amplification- choice of amplification, hearing aid systems, cross/bi aids
requirements, strategies to link the individual to the hearing instrument
• Introduction to advanced hearing aids: programmable, remote control, DSP
• Case histories: hearing rehabilitation patients: adults
4.3 Ear moulds

• Acoustical properties of ear moulds. Earmould types and materials. Role of earmould in
amplification.
• Earmould impression technique, earmould material.
• Earmould modification - venting, horning and manufacture.
• Practical aural impressions
4.4 Rehabilitation models

• Role of speech and hearing therapy, psychologist in the process of auditory rehabilitation in
adults, hearing tactics, communication training, counselling, education/employment
opportunities
• Models of rehabilitation.
• Role of other professionals in rehabilitation (Teacher of the deaf, audiological physician,
speech language therapist, family co-ordinator and educational psychologist)
4.5 Hearing therapy - environmental aids and assistive devices
• Assistive listening devices
• Hearing therapy (3)
• Impact of hearing loss on family
4.6 Performance Verification

• Verification of fitting – functional gain and speech testing
• Computerised probe microphone measurements -insertion gain optimisation-REMS
• Service planning: models of assessment; use of questionnaire; development of outcome
measures
4.7 Digital Hearing Aids

• Digital signal processing
• The application of digital signal processing -quasi-digital systems -fully digital, complex
signal processing regimes, current programming software -NOAH
• Frequency transposition
4.8 Aural Habilitation and rehabilitation in children

• Special considerations in paediatric hearing aid fitting – use of assessment material
• Special considerations in paediatric hearing aid fitting – amplification provision and
outcome measures
• Auditory rehabilitation in multiply handicapped children
4.9 Implantable devices - Cochlear Implants & BAHA

• Cochlear Implant Technology including factors in cochlear implantations in adults and
cochlear implants - indications vs. outcome
• Bone anchored hearing aids and vibrotactile aids
4.10 Case Studies

• Case studies and tutorial
• Rehabilitation and counselling. Practical and psychological aspects. The effect of patient
attitude on the acceptance of hearing aids
• Impairment – disability & handicap
• Employment – DDA – legislation
• User perspective
• Hearing Aid Supply in the UK - NHS & Private sector budgeting, controls and operation
2 hour Mini-test in Term 1 and tutorial in term 2

Teaching Method
Taught lectures tutorials, practical demonstrations and revision sessions. Regular assessed
and non-assessed coursework supplemented and broadened by independent reading.
Assessment
Recommended Reading
1. Hearing Aids Dillon (2001) Thieme ISBN 1-58890-052-5
2. Rehabilitative Audiology - Children and Adults - Alpiner J G and McCarthy P A (1993)
Williams and Wilkins, Baltimore ISBN 0-683-00078-0, 2nd Edition.
3. Cochlear Implants for Young Children - McCormick B, Archbold S and Sheppard S
(Eds) (1994), Whurr, London, ISBN 1-897635-80-X.
4. Cochlear implants - A Practical Guide - Cooper H (Ed) (1991), Whurr, London, ISBN 1
-870332- 12- 1.
5. Hearing Impairment, Auditory Perception and Language Disability - Bamford J and
Saunders E (1991), 2nd Edition, Whurr, London, ISBN 1-870332-01-6.
6. Principles of Hearing Aid Audiology - Tate M (1994), Chapman and Hall, ISBN
0-412-49070-6.
7. Probe Microphone Measurements - Mueller H G. Hawkins D B, Northern, J L (1992),
Singular, Publishing Group Inc, ISBN 1-56593-076-2.
8. The Provision of Ear moulds in the United Kingdom - Evans V M, Nolan M, Combe E
C (1991), Hearing Aid Audiology Group.
9. Handbook of Adult Rehabilitative Audiology - Alpiner J G (1987), Williams and Wilkins,
Baltimore, ISBN 90-683-00075-6.
Venue
The majority of lectures in Term 1 and 2 will be held in the MSc Seminar Room 1, with
practicals in Skills Laboratory. All venues subject to alteration – please check the current
timetable for up to date information.
Lecturers
Francis Ajiboye
Barbara Cadge
Lorraine Jeffrey
Anne O’Sullivan
Module 5 (AUDLGS05) - Balance
Module Coordinator: Paul Radomskij
Objectives of module: This will cover all aspects of balance including epidemiology, overview
of causes of balance problems in children and adults, diagnostic strategies; interpretation of
tests, rehabilitation and management strategies of all commonly recognised peripheral and
central vestibular disorders. The module will fulfil the vestibular requirement of the MSc in
Audiological Science.
5.1 Introduction
• Concepts of different balance control mechanisms, overview of balance, epidemiology and
causes of vestibular disorders - labyrinthine disorders: Menière’s, BPPV, common central
vestibular disorders
• Scientific approach to the dizzy patient
• Techniques of eye-movement recording: AC and DC, video-oculography, coil and infrared,
basic principles
5.2 Development of balance

• Normal development of balance
• Balance disorders in the community.
• Balance disorders in the child.
• Balance disorders in the elderly.
• Clinical aspects of ageing of the vestibular system and balance mechanisms.
5.3 Eye movement assessments (ENG/VNG)

• Introduction to balance testing - technical aspects of equipment used for ENG testing.
• Gaze, saccades, OKN, VOR, VORS, impulse rotation - assessment of vestibular function
using ENG test battery.
• Scientific basis of rotation tests: Impulse and sinusoidal, passive and active rotation tests.
The advantages and disadvantages of rotational tests.
• Vestibular Auto-Rotational testing. Otolith function testing.
• Demonstration and practical
5.4 Caloric testing

• Introduction and background to equipment. Basic description of test.
• Scientific basis of caloric testing: technique (creating a thermal gradient in the canal),
COWS, canal paresis, directional preponderance, Jongkees’ formula, combined patterns,
other parameters, effect of fixation removal on SCV and duration in different pathologies,
fixation index, advantages and disadvantages of the caloric test.
• Demonstration and practical
5.5 Posturography
• Clinical tests of balance: gait, Romberg and Unterberger.
• Scientific basis of static and dynamic posturography
• Practical posturography
5.6 Clinical Applications I
• Case histories – patients with balance problems
• Clinical physiology of eye movement.
• Interpretation of abnormal eye movements.
• Clinical applications of test of balance function tests - ENG, caloric and posturography.
Difficulties in vestibular science. Uses & limitations of vestibular function tests. Case
Histories of vestibular dysfunction and management strategies.
5.7 Clinical Applications II

• Scientific interpretation of ENG/VNG recordings Eye movement recordings and
interpretations
• Use of the caloric test in differential diagnosis
• Uses and interpretation of rotational tests.
• Vestibular testing and diagnosis of balance disorders in children
5.8 Peripheral Vestibular Disorders/Vascular/Trauma

• Peripheral causes of balance disorders
• Menière’s disease.
• BPPV: Positional nystagmus
• Superior canal dehiscence
• Vascular disorders of the vestibular system.
• Cervical and visual vertigo.
5.9 Central Vestibular Disorders

• Differential diagnosis of vestibular disorders.
• Neurological causes of imbalance.
• Neurological assessment of the dizzy patient.
• Central vestibular disorders – presentation, diagnosis and management (1.5)
• Cerebellopontine angle lesions: audio-vestibular manifestations.
5.10 Rehabilitation of Balance Disorders

• Causes and management of vertigo
• Basis of physical exercise and particle repositioning procedures
• Management strategy of adult balance disorders
• Cognitive therapy in the management of vestibular pathology
• Psychological aspects of balance disorders.
• Management of elderly patients who fall. Use of physiotherapy in the management of the
dizzy patient.
• The use of sensory integration approaches in the management of paediatric balance
disorders
• Multi-disciplinary approach to children with balance problems/central processing problems
and management of balance disorders in children.
• Case presentation on HVS Management in paediatric vestibular dysfunction
• Setting up a balance service & outcome measures (2).
• Prevention and future development in balance

Teaching Method
Acquisition through lectures, Moodle (web-based interaction), tutorials (theoretical and clinical)
and regular (non-assessed and assessed) coursework including enquiry based learning with
themes related to patients with particular vestibular disorders. Throughout the learner is
encouraged to undertake independent reading both to supplement and consolidate what is
being taught / learnt and to broaden their individual knowledge and understanding of the
subject.
Assessment Schedule
One EBL Report for professional development portfolio
with model answers and a final mark of at least 70% (open book exam – two weeks for
submission after date informed). All resit examinations are capped at 50%.
Recommended Reading
Readings from three sources will be suggested:
1. Balance Function Assessment and Management Ed Jacobson and Shepard. Plural
Publishing 2008
2. Dizziness: A Practical Approach to Diagnosis and Management - by Adolfo M. Bronstein
and Thomas Lempert Cambridge University Press 2008
3. Handbook of Vestibular Rehabilitation, LM Luxon & RA Davies (eds), Whurr Publishers,
1997
Other very useful textbooks include:
4. Dizziness Etiologic Approach to Management by Rubin and Brookler Thieme Medical
publishers 1992
5. Vestibular Rehabilitation Herdmann (2nd edition) FA Davis & co. 2002
6. Practical Management of the Dizzy Patient, 2nd edition Joel A. Goebel 2008
7. Clinical Neurophysiology of Vestibular System. R Baloh and V Honrubia,, Davies & Co,
1992.
8. Adult Audiology Volume, Scott Brown Otolaryngology, Sixth Edition, SDG Stephens (ed),
Butterworths, 1997.
9. Falls in the Elderly, Joanna Downton, Edward Arnold, 1995.
Recommended chapters and papers (download should be available via Moodle)
1. Chapter 1 – Practical Anatomy and Physiology taken from Practical Management of the
Dizzy Patient, 2nd edition Joel A. Goebel 2008
2. Chapter 21 – Evaluation and Management of Balance System Disorders taken from
Handbook of Clinical Audiology Jack Katz Lippincott Williams and Wilkins 5th edition 2002
3. Chapter 12 – Background and Introduction to Whole Body Rotation Balance
Function taken from Assessment and Management Ed Jacobson and Shepard. Plural
Publishing 2008
4. Chapter 8 – Patient presentations taken from Dizziness Etiologic Approach to
Management by Rubin and Brookler
5. Hillier SL, Hollohan V. Vestibular rehabilitation for unilateral peripheral vestibular
dysfunction Cochrane Database of Systematic Reviews 2007, Issue 4. Art. No.:
CD005397. DOI: 10.1002/14651858.CD005397.pub2.
http://mrw.interscience.wiley.com/cochrane/clsysrev/articles/CD005397/frame.html
6. T. D. Fife, MD et al Assessment: Vestibular testing techniques in adults and children
Report of the Therapeutics and Technology Assessment Subcommittee of the American
Academy of Neurology. http://www.neurology.org/cgi/content/full/55/10/1431
Venues
The majority of lectures in Term 1 will be held in The Ear Institute Lecture Theatre jointly with
BSc Year 4 Audiology students on Friday mornings. Lectures in term 2 will be held in 3rd floor
Adult Audiology Lecture room. All venues subject to alteration – please check the current
timetable for up to date information.
Lecturers
Dr Ghada Al-Malky
Dr Doris Bamiou
Johanna Beyts
Albert Coelho
Alan Davidson
Dr Roselyn Davies
Professor Linda Luxon
Dr. R. Palaniappan
Paul Radomskij
Dr Peter Savundra
Module 6 (AUDLGS06) - Paediatrics
Module Coordinators: Dr. Ghada Al-Malky & Deborah Vickers PhD
Objectives of module: Paediatric audiology including normal function and auditory
development; aspects of test techniques; detailed diagnostic and management strategies
applied to children. To provide the student with knowledge of different medical conditions
affecting hearing in children. To show the importance and methods of hearing screening and
assessment in a child of different chronological and developmental age. To show the effect of
deafness on speech and hearing development and its psychological consequences. To present
the methods of management of deafness, medical and rehabilitative. Finally to discuss the role of
various professional constituting the team assessing and managing the deaf/deafened child in
his/her family environment. The module will fulfil the paediatric requirement of the MSc /
Diploma in Audiological Science.
6.1 Development of the child and auditory behaviour
• Epidemiology of Hearing Impairment in adults and children
• Overview of the development of the normal and handicapped child
• Development of Auditory Behaviour - i) Prenatal, ii) Neonatal (Stimulus consideration,
infant state, response characteristics, iii) older infant (auditory localisation, auditory
preference, effects of re-enforcement on auditory behaviour)
6.2 Causes and types of hearing loss

• Causes of hearing loss in infants and children (3)
• Characteristics and Management of children with unilateral deafness, tinnitus and non-
organic hearing loss (1.5)
6.3 Genetic Hearing Loss

• Overview of genetics in hearing loss
6.4 Identification of hearing loss & hearing screening

• General strategies of paediatric hearing assessment (birth to 4 months, 5 to 24 months; 25
to 48 months)
• Principles of hearing screening in children.
• Screening & surveillance in paediatric audiology.
6.5 Behavioural test of hearing

• Behavioural tests in children.
Behavioural Observation Audiometry & distraction testing
• Visual reinforced audiometry, VROCA/TROCA.
• Co-operative testing, performance testing and conditioned play audiometry.
• Assessment of multiply handicapped child
• Practical
6.6 Objective tests of hearing
• Objective assessment of auditory function in children - immittance measurements, evoked
potentials and oto-acoustic emissions.
• Practical
6.7 Development of Speech and language

• Overview of impact of hearing loss in children
• Normal development of speech, language and communication (2)
• Development of speech and language disorders in normally hearing. (2)
• Effect of hearing loss on speech and language development.
6.8 Assessment of Speech and language

• Assessment of Speech language and communication in normally hearing children
• Assessment of Speech language and communication in deaf children
• Communication options for normal and profoundly deaf children.
6.9 Teams & education

• Management of SLI children
• Role of SLT with deaf children with additional difficulties
• Team Approach to the management of hearing impaired children. Inter-disciplinary
functioning and referral considerations – audiologist’s viewpoint
• Educational psychological assessment of hearing impaired child.
• Parent counselling
• Psychiatric aspect of working with deaf child and family.
• Education - goals for hearing impaired child, methodology, sign language, radio aids, and
role of peripatetic teacher.
6.10 History taking, case histories and management

• Taking patient history of children
• Diagnostic test strategy in the evaluation of hearing in children and report writing
• Intervention and habilitation for hearing -impaired children and families
• Case studies of behavioural assessment in children & case studies.
• Paediatric test strategies and Case Histories
• Cochlear implants in children – speech and language

Teaching
Acquisition through lectures, tutorials and assessed coursework. Throughout the learner is
encouraged to undertake independent reading both to supplement and consolidate what is
being taught / learnt and to broaden their individual knowledge and understanding of the
subject.
Assessment Schedule
Recommended Reading
1. Paediatric Audiology 0 - 5 YEARS, 3rd Edition Barry McCormick, Whurr Publishers Ltd
2. Hearing in Children by Jerry L. Northern and Marion P. Downs
Lecturers
Dr. Ghada Al-Malky
David Crowhen
Philip Evans
Dr Sarita Fonseca
Dr Deidre Lucas
Dr Tony Sirimanna
Dr. Debi Vickers
Steve Watson
Module 7 (AUDLGS07) - Clinical and Professional
Practice including Research Methods
Module Coordinators: Paul Radomskij, Dr Ghada Al-Malky, Francis Ajiboye,
Seema Patel, Debi Vickers
Main time allocation: Clinical – Wednesday during first term, Tuesday and Wednesday
during second term.
Statistics/Research Methods – Monday during terms 1 and 2
Objectives of module: To provide the student with skills to take patient histories, carry out
diagnostic-vestibular assessments, provide auditory rehabilitation or habilitation, counsel
patients and write reports. Develop skills in research methodology and statistics
Contact Time: Approximately 10 days in term 1, 24 days in term 2, 3 days in term 3
Introduction to Professional Development, Management Skills

Knowledge and understanding of-
• Writing an audiology business plan and management of an audiology department
• NHS - Current structure and reforms/clinical governance.
• BAA and Certificate in Audiological Competence and Certificate in Clinical Competence
• What happens after the MSc?
Clinical Training
For full details please refer to Clinical and professional skills handbook. Only a synopsis is
available here.
Objectives of practical training elements
In the first part of term 1 the basic audiometric procedures namely, pure tone audiometry and
middle ear immitance tests should be well understood, although not much clinical testing
experience will have been obtained. It is important to understand these before term 2. (Total
familiarity with the BSA Recommended Procedures will be expected). Mini practical tests on:
Pure tone audiometry, middle ear immittance tests, taking ear mould impressions, ABR, ENG,
hearing aid fitting.
There will be no lectures in this module - lectures underpinning this practical training module
will be provided in Module 3, 4, 5 & 6
The clinical placements in term 2 will form the backbone of the remainder of the practical
training. Experience will be obtained in audiometric test procedures mainly through
observation of clinics with some opportunity for ‘hands-on’ training; some of this training will be
at hospitals and units within the London area.
Diagnostic Audio-vestibular Testing

• Student should be able to apply the current audiological testing procedures to assess
disorders of balance and hearing (list of items to be covered in later sections)
• Student should understand the scientific principles of the tests employed.
• Student should be able to take patient history
• Student should be able to devise test strategy on the basis of history and referral letter
• Student should be able to write a report detailing: summary of history, results of the
diagnostic test procedures and conclusions
Paediatric Audiology
• Observe behavioural tests in children (under five years of age) in assessment of hearing
(new patients). Taking history.
• Student should be able to assist in application of behavioural tests of hearing appropriate
for the age of the child, taking into account educational as well as physical maturity (follow-
up patients).
• On the basis of the results of the hearing test the student should be able to make a decision
on the type of hearing habilitation needed.
• Observe and assist in objective paediatric hearing tests using electrophysiology and
otoacoustic emissions. Student should become familiar with use of ABR as a technique to
measure hearing loss,
• Student should gain sufficient experience to carry out a hearing assessment of follow-up
(and possibly new if sufficiently adept) children. They must be aware of the tests that are
carried out ‘on a day-to-day’ basis in clinic and which tests are appropriate for children of a
certain maturity
• Student should be familiar and apply tests used in 2nd and 3rd tier hearing assessment
clinics - knowledge of screening techniques.
• Student should have the background of what may happen to the hearing impaired child
(e.g. speech therapy, schools for the deaf etc.)
Adult Auditory Rehabilitation

• Establish rehabilitation plan to maximise patients hearing
• Student will take aural impressions and be able to fit and modify ear mould according to
characteristics of hearing loss.
• Student should be able to select most appropriate hearing aid.
• Instruct patient in use of hearing aid.
• Range of hearing aids available - NHS and commercial covering design and performance
characteristics.
• Management of hearing aid service - fault finding hearing aid and ear mould problems
• Verification and evaluation of hearing aid performance using REMs and questionnaires.
Please refer to Clinical and Professional Skills Handbook for detailed breakdown of the
syllabus. The intended learning outcomes in this book details the procedures that you will be
trained in. The local centre will determine whether you observe or carry out the tests
personally. This list is not exhaustive and is not intended to define the protocol of particular
procedures..
YOU WILL BE ISSUED WITH A CLINICAL PLACEMENT PORTFOLIO INCLUDING

ELECTRONIC PRACTICAL LOGBOOK AT THE START OF TERM 1. THE DETAILED
TIMETABLE FOR TERM 2 WILL BE ISSUED IN WEEK 10 OF TERM 1
Assessments
First Term Continuous Assessment

At the middle and towards the end of the first term, there will be 3 short assessments of the
student's practical knowledge of:
• Test I: pure tone audiometry
• Test II: middle ear immittance tests
• Test III: ear mould impressions
Second Term Continuous Assessment
The student will be receiving clinical training in the second term via:
• Attendance at training sessions at RNTNE and other external centres and hospitals –‘hands-
on’ clinical experience
• Writing reports on 24 patients you have tested/observed
The student will undergo continuous assessment throughout the first and second term, but
mainly in the second the student will be expected to provide patient reports for the following
patients:
• Four adult rehabilitation patients - from testing, taking ear mould, and fitting appropriate
hearing aid and supply of appropriate information)
• Four adult diagnostic audio-vestibular patients -referred for dizziness or hearing/ tinnitus
problem (from taking of history, choosing appropriate tests, carrying out tests and carrying
out post test interview with patient)
• Testing hearing of at least two patients for each of the following:
- Children under 6 months of age (using objective tests of hearing)
- Children between ages of 6mths and three years (behavioural testing)
(Remaining twelve patient reports required maybe from any type of patient assessed
/rehabilitated)
In the second term the student will be expected to make three case presentations - one from
each of these three main groups
During the second term, there will be three short assessments of the student's practical
knowledge of: ABR, VNG/ENG and hearing aid fitting
These will be carried out more informally than those in term 1 and at the appropriate clinical
placement centre during the second term (as part of completion of clinical placement logbook)
Third Term Continuous Assessment
Making case presentations of at least three patient tested/observed
Third Term Practical Examination
In the third term there will be a further opportunity to 'fine-tune' some of the skills acquired
during the first and second terms.
The overall skill level of the students will be assessed with a practical examination in May.
The exam will take the form of an Objective Structured Practical Examination (OSPE), with
multiple short duration stations.
The level expected would not be the same as that in a Certificate of Audiological Competence
or Certificate in Clinical Competency examination, which is usually tested after at least one
year of full time employment. However, the student will be expected to carry out all appropriate
audiological investigations according to the recommended BSA and/or Ear Institute
procedures.
Submission of Professional Practice Portfolio
What should go in the Clinical Placement Portfolio?

1) Term 1 Formally Assessed Practicals
2) Clinical Placements Training Attendance Sheets (N=24)
3) Your 24 case reports
4) Copy of your case presentations
5) Enquiry based assessment – report and presentations
6) Term 2 Assessed Practicals
7) The learning objectives detailing the competencies to be achieved to be signed by the
appropriate supervisor at the training centres
8) All other patients tested and information given to you during your training sessions.
This clinical placement portfolio should be handed in at the end of term 2 and will form part of
the continuous assessment mark of module 7
Clinical placements - students will be expected to fill in appropriate logbook - and

attendance will be recorded and is compulsory.
Failure to attend any of the placements without a reasonable excuse will be dealt with
strictly and may result in loss of credits for module 7.
The clinical experience gained in Term 1, 2 and 3, AND submission of completed clinical
placement portfolio will meet partial requirements for completion of module 7.
Clinical Tutors
Dr Ghada Al-Malky
Paul Radomskij
Seema Patel
Francis Ajiboye
You will also be allocated to one of several Clinical Tutor Group, each of which will be
allocated a Clinical Training Tutor.
Assessment Schedule (Module 7)

Objective Structured practical Examination (Term 3) 50%
Professional Practise Portfolio 20%
Practical Mini test (Term 1) 15%
Seminar (Term 1) 5%
Statistics (Term 2) 10%
Research Methods and Statistics
Lecturer: Deborah Vickers PhD
Objectives of Research Methods: To Introduce student in the use and application of
statistics and research methods and related professional matters. The knowledge and skills
acquired will be useful in completing statistics assignment (marks allocated to module 7) and
the project dissertation (marks allocated to module 8)
Teaching Time: 25 hours and assignments: 6 hours
Course aims
The aim of the course is to provide you with an understanding of statistical analysis in the
context of audiological research, enabling you to appreciate the empirical and scientific basis
of audiological science. The course consists of lectures on statistical methods, which also
address important aspects of research design. You are required to complete a statistics
workbook in order to demonstrate that you can deal with the problems addressed in the
lectures. The workbook carries the weight of a written examination and will form the principal
basis of assessment.
Course organisation
The course consists of a series of lectures covering relevant aspects of statistical analysis.
Experience has shown that students are very heterogeneous in their knowledge of statistics.
This makes it difficult, if not impossible, to organise a programme, which satisfies the needs of
the less knowledgeable while not making the more knowledgeable wishing to proceed faster.
To deal with this situation we have specified the goals that all students must achieve by the
end of the course without dictating the means whereby these goals are achieved. Specifically,
you must complete a statistics workbook, which contains a set of problems addressed in the
lectures. The workbook represents the principal basis of assessment. Given that you will be
exposed to considerable pressure as the year progresses, you might feel that missing a
statistics lecture would give you time to attend to your other obligations. For example, it might
be that you are familiar with non-parametric tests, and feel you can complete the workbook
without attending the relevant lecture. While it is strongly recommended that you attend all the
lectures, those of you already familiar with the topic to be addressed should inform the tutor of
your planned absence. Although statistical competence implies the knowledge of a statistical
software package (e.g. SPSS), the intensive nature of the MSc Audiological Science
programme means that a lecture devoted to SPSS could not be scheduled in advance.
However, should you express interest in becoming familiar with SPSS, an additional lecture
could be provided, subject to the approval by the MSc course organisers.
Assessments
The coursework must be completed independently and satisfactorily, and must be submitted by
the specified deadline shown in the programme. The details will be provided during the course.
You should submit your completed exam workbook bearing in mind that presentation and clarity
of expression are important. Course tutor will give guidance on the presentation of work.
Recommended Reading
1. Altman, D. G. (1991). Practical Statistics for Medical Research. Chapman and Hall.
2. Armitage, P., & Berry, G. (1987). Statistical Methods in Medical Research. Blackwell
Scientific Publications.
3. Kirkwood, B. R. (1988). Essentials of Medical Statistics. Blackwell Scientific Publications.
4. Coolican, H. (1996). Introduction to Research Methods in Psychology. Hodder and
Stoughton.
5. Dancey, C. P., & Reidy, J. (1999). Statistics without Maths for Psychology. London,
Prentice Hall.
6. Hicks, C. M. (1995). Research for Physiotherapists Project Design and Analysis. NY,
Churchill Livingstone, 2nd Edition.
7. Howell, D. (1987). Statistical Methods for Psychology. 2nd Edition. Boston, Duxbury Press.
8. Howitt, D. & Cramer, D. (1997). An Introduction to Statistics for Psychology. London,
Prentice Hall.
9. Kinnear, P. R., & Gray, C. D. (1997). SPSS for Windows Made Simple. Hove, Erlbaum.
Course Syllabus
Core teaching: approximately 20 hours.
Aims of Research Methods
1. To give students an understanding of the rudiments of research design and principles of
statistical analysis.
2. To enable students to appreciate the empirical and scientific basis of audiological science and
become competent practitioners.
3. To give students the opportunity to practice and discuss the application of statistical analysis in
an audiological context
Although the course focuses on statistics, the important aspects of research design listed
below are incorporated into the lectures. Taught topics are accompanied by practical
examples, in which students have the opportunity to practice and discuss the application of
statistical techniques in audiological research. Students are required to complete a workbook
demonstrating their ability to deal with all the problems addressed in the lectures, and this
workbook represents the principal basis of assessment. Students are encouraged to acquaint
themselves with a computer-based statistical package (specifically SPSS).
Statistical techniques
Measurement including measurement scales
Distributions and measures of central tendency and variability
Normal distribution and z scores
Hypothesis testing
T tests
Non-parametric tests
One-way Analysis of variance
Correlation and simple linear regression
Research design
Experiments, quasi-experiments and observational studies
Variables: definitions and classifications
Internal and external validity, threats to them and remedies
Repeated measures designs: advantages and shortcomings
Quasi-experiments, including natural variables
Selection of subjects with respect to internal and external validity
Subject reactivity and experimenter effects
Additionally - Knowledge and understanding of-

• Library use and electronic database & internet use
• How to approach a research project (including ethics and legal issues)
• How to write/review a paper; how to present a seminar, write essays, and answer exam
questions
NOTE – THE MODE OF DELEIVERY IS SUBJECT TO AMMENDMENTS AND DETAILED

TIMETABLE WILL BE PROVIDED AT THE APPROPRIATE TIME
Lecturers Dr Debi Vickers
Module 8 - Research Project
Module Coordinator: Deborah Vickers PhD
Aim: To develop student's ability to define research questions, design strategies for their
investigation by devising appropriate experiments, report the findings, comment on their
meaning and describe all these stages clearly. To provide the student with basic skills in
statistical planning and executing a research project, analysing, presenting and interpretation
of results and critical appraisal of literature.
Each student must write a Project Report on the research that they have conducted. Draft
projects must be handed in to the supervisor by 21st August 2009 for final assessments. The
final report must be submitted no later than the 18th September 2009. The poster
presentation may be made on the same day or a week earlier.
Deadline for handing in must be met
The report should conform to the following basic outline, although the subject chosen may
modify the layout. (Please refer to Project dissertation Handbook for further details)
The Project Report should be about 10,000 words excluding references and appendices.
• Title
• Acknowledgements
• Table of content
• Abbreviations
• Abstract
• Introduction Statement of problem
Statement of hypotheses, aims and objectives
Review of the literature
• Materials and Data – gathering, instruments
method
Procedure employed
• Results
• Discussion
• Conclusions
• Bibliography
• Appendices
Project Layout
All reports must be typewritten one-and-a-half or double-spaced, in a suitable font point 12, on
one side only of A4 size paper, leaving at least a 4cm on left-hand margin. Part of the margin
on the left will be used for binding, therefore keep this in mind especially for illustrations. All
pages should be numbered except for the title page. The final report must be spiral bound and
in the format described by the validating body.
1. Title Page
This should include:
• Title of your project
• Your full name and any qualifications (e.g. Bill Smith, BSc)
• Address, e.g. The Ear Institute.
• The statement: 'Submitted as partial fulfilment of the requirements for the MSc. in
Audiological Science, University College London and year of submission.
2. Acknowledgements
Remember to thank your supervisors and any one else who has helped with your project.
3. Table of Contents
This should list all the sections of your thesis and the page numbers.
4. Abbreviations
You should list on a separate page all the abbreviations that you have used in your thesis.
5. Abstract
This should give a brief summary of your project and should be 1-2 pages and consist of:
• Introduction
• Aims
• Materials and methods
• Results
• Discussion
Do not separate your abstract into these sections, but write a continuous paragraph, with a few
lines for each section.
6. Introduction
You need to give a general introduction to explain the background of your project, referring to
the key literature. This will start with a historical perspective and finish with a discussion of
specific work, published and unpublished, that led to your own research project. This will be
the bulk of the introduction and will cover the majority of the references.
A final paragraph should be included detailing the specific aims of your research project.
7. Aims and Hypothesis: should be clearly stated
8. Materials and methods
This section should clearly describe the methods that you used for your project. It should
include details of the techniques. This should give sufficient information so that someone can
repeat your work. If you have used a method already published, quote this paper, but briefly
summarise what you did.
Do not write the methods as a list or bullet points. They should be written in sentences and
paragraphs (look at a published paper for examples).
You should make it clear if anyone else performed some of this work.
9. Results
The exact way you present your data will depend on your project. This section must be clearly
planned and executed as many variables are to be presented.
Illustrative material (photographs, graphs, histograms, tables etc) to be used whenever
possible. However, you should first describe your data in the text, referencing any tables, or
diagrams (see Tables, Figures and Diagrams).
You may need to include basic raw data and summary tables or figures (see Appendices). For
numerical data you should apply statistical analysis where appropriate and include your
calculations. For photographic data, you may wish to colour photocopy these pages.
In addition, you may wish to include a short resume of your results at the end of the section.
10. Discussion
There are two aspects to your discussion; academic and technical.
Academic: you should summarise the major findings of your research data and then discuss
your interpretation of these data and what you feel is their significance in the context of the
work that has been published in the literature.
Technical: you should discuss the advantages and disadvantages of the techniques you
used. You should also discuss the problems that you encountered, why you think they arose
and how you tried to solve them.
Finally you should discuss the limitations of the design of study and data; future work that
could be done and the direction you think this might lead. This is a very important part of the
discussion.
11. Conclusions
This should summarise the findings of your study, state any conclusions you have reached
and whether the aims/hypothesis of the project have been fulfilled. Remember negative results
are as worthwhile as positive ones.
12. Tables, Figures and Diagrams
These should all be presented on a separate page, following the first time it is cited in the text.
All tables, figures and diagrams must be referred to in the text. All figures should be numbered
in Arabic numerals (1,2) and tables in Roman numerals (I, II). Tables should be self-
explanatory with a title and figures should carry legends.
They should all have a reference number, preferably relating to the section they are in, i.e.
introduction, 1.1, methods, 2.1, etc.
If you use a diagram or table from another publication, make sure you quote the publication.
13. Referencing for Essays and Projects
In the text the author's name and date should be used as follows:
“....corresponding figures are reported to be 97 per cent (Dowell & Joyston-Bechal,
1981)” or “Blinkhorn (1978) studied tooth brushing behaviour...”.
More than two authors are cited as, for example, "Backe-Dirks et al. (1961)", but all authors
are named in full in reference list.
Several references to an author in one year are shown as 1983a, 1983b, etc. Where several
references appear together in the text, they should be in order of publication.
Authors of unpublished work or work which is not in the press should be included in the
reference list. The list of references at the end of the paper is arranged alphabetically by name
of the first author. The following information is required:
Journal
1 Authors' names with initials
2 Year of publication
3 Title of article
4 Full name of journal
5 Volume
6 First and last page numbers
Example: Dufresne, R.M. (1988) Asymmetric Hearing Loss in Truck Drivers, Ear and Hearing, 9,
41-42.
Books
1 Authors' name with initials
2 Year of publication
3 Title of book, or title of contribution followed by book title
4 Edition, if other than the first; names of editors if any; pages
5 Location and name of publisher
Example: 1 McCormick, B. (1994): Paediatric Audiology: 2nd edn. Whurr Publishers,

London
2 Brocklehurst, J. C., Tallis, R.C., Fillit, H. M. (1992): Geriatric Medicine and
Gerontology. In Hypertension, B.O. Williams, pp 214-219.
14. Appendices: if any (raw data, etc.)
15. Research Project Marking Scheme

Introduction, literature review, indication of aims, hypothesis to be tested 15%
Material and methods used, including methods of data analysis 15%
Presentation of results, statistical evaluation, interpretation of data 30%
Discussion of results in relation to the current state of knowledge on the 30%
subject
Overall presentation, illustrations, references 10%
TOTAL 100%
PASS MARK: >= 50%
DISTINCTION: >= 70%
Grades for the elements listed above will be derived from the project report, which will be
marked independently by two College/Ear Institute staff, one of whom will be the student's
project supervisor. If the candidate is borderline, the External Examiner will conduct a viva
voce examination of the project on the day of the annual meeting of the Board of Examiners.
The final project grade will then be agreed at this meeting.
Assessment Schedule
The Research Project Module Comprises 26% of the Overall Masters programme. It is made
up of the dissertation (24%); project seminar presentation (1%) and project essay (1%)
The research module is worth 60 Credits.
Dissertation 92%
Project Essay 4%
Project Poster Presentation 4%
The candidate must gain a pass for their research project; otherwise the degree cannot
be awarded
The following are a series of criteria, which may be used as a guideline to awarding marks.
Introduction and Literature Survey

• General appreciation of the overall field of study from review articles and original papers.
• Detailed knowledge of specific project topic area, with up to date references.
• Capacity for critical evaluation of papers where appropriate.
• Ability to integrate literature sources into a logical and continuous account.
• Statement and appreciation of the aims of the work undertaken.
Design of Experiments and Quality of Data (Materials, Methods, Results Sections)
• Quality of account, to include precision in the description of preparative work and of the
methodology used; appropriate introduction and commentary attached to each set of
results.
• Correct attention to controls, accuracy and reproducibility.
• Nature and range of experimental work attempted. Were the most appropriate methods
used to achieve the aims? Were the experiments correctly designed?
• Numerical treatments of data - were the best methods of data presentation adopted?
• Statistical methods where appropriate.
Interpretation and Discussion of Results (To include Summary)

• Capacity to draw and present valid conclusions from the work performed.
• Awareness of the limitations of the technique used; ability to appreciate reasons for failure
of any experiment and to suggest improvements.
• Ability to suggest further work at both the general and detailed level.
• Awareness of the extent to which initial aims were satisfied.
• Ability to abstract work and to produce a suitable precise summary.
Presentation of Report
• Use of correct format as stated in the Project Requirements.
• Thorough proof reading and correction of typographical errors.
• Presentation in the style of an accredited journal and correct citation of references.
• Scientific literary style.
• Quality of the literary material, data tabulation, text, diagrams, graphs, etc.
Understanding of Material
Assessment of student's understanding of the material presented and contribution to the
project from work based advisor.
Three bound copies and 1 Electronic Copy (CD) of the project should be handed in to
the MSc Course Administrator no later than the 18th September 2009.
Deadline for handing in must be met.
Extensions are permitted but must be agreed by both the project supervisor, course
tutor and ASTC. External examiner will be informed.
The dissertation should either be ring-bound or contained in a clear plastic folder held
on the left hand margin by a plastic grip. There is no need to indulge in expensive or
fancy forms of binding. See http://www.grad.ucl.ac.uk/essinfo/Masters-Theses-
Guideline.pdf for further advice on formatting and binding of Master’s dissertations.
MSc Projects
You will be able to choose from a new list of projects in November.
Projects from previous year have included: This list is ONLY a short selection of the
type of projects previously available. A FULL new list from which a selection must be
made will be given in November
MSc Projects Student Supervisors
(AS= Audiological Science; ENT=Audiology for ENT Practice)
Dependence of the efferent olivocochlear activation Thomas Andrea Torsten
on the spatial location of the evoking sound Marquardt
MSc AS September 2006
The nature of OAE enhancement following low Oliver Brill David Kemp
frequency stimulation
The Impact of Hearing Impairment on Word Level Breeane Garland David Canning
Stress
Measures for speech in noise through the Oticon Leonard Healy Deepak Prasher
Spirit III hearing aid to assess the effectiveness of the Ghada Al-Malky
implemented digital noise reduction mechanism
OAE stability and life style Linda Knott David Kemp
An evaluation of the effectiveness of the NAL-NL1 Yaw Offei Francis Ajiboye
hearing aid fitting prescription method for patients with
severe/profound hearing loss.
Direct and psychometric measurement of head Nelson Pak Hung Torsten
related transfer functions (FRTGs) Wong Marquardt
The role of inward rectifier potassium channels in Fitim Fetahu Dan Jagger
cochlear physiology
Outcome measures for calculations of performance of Kalpana Marlapati Ghada Al-Malky
analogue vs digital hearing aids Deepak Prasher
Is there a relationship between the self rating of El Assif-Eshwun David Canning
hearing difficulty (as indicated by the LIFEUK
questionnaire) and performance on the computerised
BKB SpIN.
Auditory Efferent function in subjects with dyslexia Smitery Bangher Deepak Prasher
MSc AS September 2006 David Kemp
An evaluation of the effectiveness of the NAL-NL1 Tanya Bevan Francis Ajiboye
hearing aid fitting prescription method for patients with
a mild/moderate hearing loss.
A study to determine the relative intensity of masking Adrian Cairns Guy Lightfoot
to use in ABR tests Paul Radomskij
The prevalence of hyperacusis in tinnitus sufferers: A Ellen Jones Dr Palani
retrospective study Paul Radomskij
The quivering mouse: effects on the auditory pathway Ratna Shah Hilary Dodson
MSc AS September 2006 Stefano
Casalotti
Comparison between dual channel versus multi- Yamilla Ghada Al-Malky
channel digital hearing aids through the use of Jarolswaski Deepak Prasher
outcome measures
Binaural interactions and OAEs Evangelos David Kemp
MSc AS September 2005 Andreadis Robert Royston
A Endoscopic anatomy of middle ear and correction Baher Ashour Anthony Wright
factor, needed to return to “Read” View
MSc ENT September 2005
Discuss the benefits of bilateral cochlear implantation. Laura Dixon Ghada Al-Malky
MSc AS September 2005 Terry Nunn
The fusion at inferred threshold (FIT) test for patients Elizabeth Hough Paul Turner
with conductive hearing loss Paul Radomskij
The effect of low and high frequency noise exposure Raksha Kholia Deepak Prasher
on the vestibular system Ghada Al-Malky
Auditory Efferent function in patients with Acoustic Reena Patel Deepak Prasher
Neuroma Anthony Wright
Does real ear measurement give a significantly more Nadine Tabone Francis Ajiboye
accurate fit to the NAL-NL1 target than using the Adam Beckman
estimated levels within the Oticon software, when
using a Spirit 2D hearing aid?”
A Critical Review of the Literature on the Effects of Lyn C Hodgkinson Deepak Prasher
Industrial Chemicals (Solvents) on Hearing and
Balance
The Effect of Irradiation as a Treatment for Acoustic Karen Lindley Paul Turner
Neuroma on Hearing Ability: A Critical Review
The Vestibular Myogenic Potential – A Review of Pat Smith Deepak Prasher
Clinical Application Paul Radomskij
The Relationship of Subjective Measures of Vertigo or Jayne Al-Hindawe Johanna Beyts
Migraine attack – Severity Outcome in Vestibular
Rehabilitation
Repeatability and Reliability of the Vestibular Yvette Annan Paul Radomskij
Autorotation Tests in Normals
Effect of Contralateral Suppression Stimulation on Sanjivani Ashok Deepak Prasher
Spontaneous OAEs in Normal Subjects Phatkare-Waghe Paul Radomskij
The Diagnosis and management of Auditory Rowena Banks James
Neuropathy/ dys-synchrony in infants and young Battersby
children – A retrospective and prospective study
Motion Sickness and Computerised Dynamic Heather Day- Paul Radomskij
Posturography Lascelles Peter Savundra
Evaluating the Use of P300 in Children with Cognitive Mayuri Hirani Deepak Prasher
Processing Disorders
Binaural Interactions and Temporal Characteristics in Yu-Yin Hsueh David Kemp
OAE Efferent Suppression
MSc ENT September 2003
Self-perceived Handicap and Postural Stability on Garyfalia Lekakis John Graham
Cochlear Implantees Paul Radomskij
Age and Threshold Dependence of Transient Evoked Scott Richards David Kemp
and Distortion product Otoacoustic Emissions
Dead Regions of the Cochlea – A Critical Review Mary Scott Paul Turner
Tinnitus and the Working Memory Claire Tooley David Baguley
MSc AS September 2003 Tom Manley
An investigation into the Relative Exposure of Noise Giles Whiley Deepak Prasher
and Solvents in subject with and without hearing loss
Noise Induced Hearing Loss in the Dental Practice Layla Al-Kuwaiter Deepak Prasher
MSc AS September 2002 Paul Radomskij
Parents of Cochlear Implanted Children – Emotions Flora Anagnostou John Graham
and changes in their lives Susan Crocket
The Use Of A Combined TEOAE And DPOAE Naomi Austin James
Protocol To Assess The Hearing Sensitivity Of Battersby
Infants. MSc AS September 2002
Influence of middle ear pathologies on Transient Evelyn Dandzie- Deepak Prasher
Evoked Otoacoustic Emissions (TEOAEs) Bonney Dr Barbara
Measurement. MSc AS September 2002 Scadding
A Retrospective Analysis Of Postural Sway Carol Goddard Barbara Cadge
Measurements Over Time To Determine The Factors
Responsible For Successful Vestibular Rehabilitation
Is Frequency Selectivity A Sensitive Indicator Of Stuart Thomas
Noise Induced Hearing Loss
Cochlear Non-linearity And Outer Hair Cell Paul Tooman David Kemp
Characteristics
Hearing Aid Project Paul Catlow
Feature based DPOAE assessment /Auditory Shuk Ha Cheung Anthony Wright
Biophysics Laboratory
Measurement of Sound Field Variability During Lucianne Cirne
Paediatric Hearing Assessment
Meniere’s Disease : Research Evidence Konstantina Deepak Prasher
MSc AS September 2001 Koloutsou Paul Radomskij
Understanding the Impact of auditory deprivation on Danuk Pallawela Hilary Dodson
the auditory pathway and its clinical implications
Effects of mutations in ٛ onnexion genes associated Anne Portelli Andy Forge
with deafness on the processing of the protein and on
cell coupling. MSc AS September 2001
A Student of Neonatal Hearing Screening in the UK Satheesh
before the Implementation of the Universal Neonatal Sriskandarajah
Hearing Screening Programme MSc September 2001
Section 2.5 – The Course: Generic Reading List
These books are important and purchase is recommended for future reference. However, this
reading list is not definitive and individual lecturers will provide details on the latest
recommended textbooks and reading matter.
Please check website www.ucl.ac.uk/audiological-science for latest up to date reading list and
/ or recommended reading list supplied by the appropriate module coordinator.
Essential
1. An Introduction to the Physiology of Hearing Editor: Pickles J.O. Publisher: 2nd Edition
Academic Press 1988
2. Handbook of Clinical Audiology Editor: Katz. Publisher: 5th edition Williams and Wilkins
2002
3. Acoustics for Audiologists Peter Haughton 1st Edition Academic Press 2002
4. An Introduction to the Psychology of Hearing Editor: Moore B. Publisher: 4th edition
Academic Press 1997
5. Paediatric Audiology 0-5 years Editor: Barry McCormick. Publisher: 2nd edition Whurr
1993
6. Clinical Neurophysiology of the Vestibular System Editor: Baloh and Honrubia. 3rd
edition Oxford 2001
7. Handbook of Vestibular Rehabilitation LM Luxon & RA Davies (eds), Whurr Publishers,
1997
8. Signals and Systems for Speech and Hearing Rosen, S., & Howell, P.
9. Hearing Aids Dillon (2001) Thieme ISBN 1-58890-052-5
10. Balance Function Assessment and Management Ed Jacobson and Shepard. Plural
Publishing 2008
Recommended Reading
1. Scott-Brown’s Otolaryngology Vol I, I, III, IV Publisher: 5th edition Butterworths 1987
2. Genetics and Hearing Impairment (Chapters two and three) Martini Reid and Stevens.
Publisher: Whurr 1996
3. Human Molecular Genetics (Chapters 1,2 and 3) Strachan and Read. Publisher: BIOS
Scientific Publishers Ltd. Oxford
4. Handbook Auditory Evoked Potential Editor: James W Hall III, Allen & Bacon. Publisher:
1992 ISBN 0205, 135 668
5. Differential diagnosis and treatment of children with speech disorders Editor: Dodd B.
Publisher: Whurr Publishers Ltd.
6. Amplification of the Hearing Impaired Editor: Pollack. Publisher: 3rd edition Grune and
Stratton 1988
7. Practical Statistics for Medical Research Editor: Altnman. Publisher: Chapman Hall
8. Fundamentals of Acoustics (Chapter 11 & 12) Editor: Kinsler et al. Publisher: John Wiley
1982
9. Statistics Made Simple Publisher: Heinmann-Butterworth
10. Vertigo and Dizziness Author: Lucy Yardley. Publisher: Routledge
SECTION 3 –
ACADEMIC AND ADMINISTRATIVE SUPPORT
The School of Audiology will allocate every student a Personal Tutor at the start of term 1 and
Project Supervisor after allocation in November.
The tutors should ensure your academic well-being, monitor your progress, provide advice and
guidance, and can help if problems arise.
Day-to day problems are readily dealt with by the Course Administrator who takes care of
most aspects of the programme’s practical organisation.
Section 3.1 – Course Tutor

The course tutor is a member of academic staff, who is in administrative charge of the course.
During the first week the course tutor is available to answer any queries from students on the
content and the running of the courses for which they are responsible. During the year, they
may be approached by students with queries or problems, and may be asked to deal with
concerns regarding attendance or completion of coursework.
Section 3.2 – Departmental Graduate Tutor

The Departmental Graduate Tutor acts as the key contact between the Department, the
Faculty Graduate Tutor and the Head of the Graduate School in respect of graduate students,
exercising general academic and pastoral oversight over such students. The Departmental
Graduate Tutor serves as a source of information about regulations in respect of graduate
students and resources for both students and staff and is concerned with promoting the
professional development of graduate students.
Section 3.3 - Personal Tutor

At the beginning of the session you will be assigned a Personal Tutor whose task is to monitor
your academic performance and general well being. Your Tutor will want to discuss your work
and progress on an individual basis at regular intervals. Meetings are normally arranged at
least once a Term– it is your responsibility to book an appointment. You should also liaise with
your Personal Tutor about supervision for your Dissertation. Naturally, if a problem arises you
should feel free to make an appointment with your Tutor outside the scheduled meeting times.
Section 3.4 - Clinical Tutor

You will be allocated to one of several Clinical Training Tutor Groups, each of which will
have a designated clinical tutor. Your tutor will discuss your clinical work and progress and you
may approach them in the event of any difficulties. They may provide you with extra-curricular
training a s appropriate or advise you to go and see one of the other tutors. You may also seek
advice from your personal tutor as well if you feel any concerns are not being appropriately
addressed.
Section 3.5 - Project Supervisor
The dissertation is written in your own time, under the guidance of a Supervisor, normally a
UCL member of staff with expertise in the particular topic you want to write about. You can
expect your Supervisor to help you define the exact nature and scope of your topic, to provide
suggestions for suitable reading, and to discuss either a detailed outline or a draft of your
Dissertation. There are usually three to four meetings with the Supervisor. All meeting should
be recorded in your Research Logbook.
Section 3.6 - Course Administrator

The MSc Course Administrator is Minal Shah and she looks after the programme’s day to day
running and should be the first point of contact for timetable or other problems.
Contact details:
Administration Office, Ear Institute, Gray's Inn Road, London WC1X 9EE
Tel: 020 7915 1524

Email: [email protected]
[email protected]
All written coursework, practice essays as well as assessed work, should be submitted to the
Administrator.
To ensure smooth communications it is important that you inform the Administrator promptly if
your personal circumstances change. If you are unable to attend a class, or if you are absent
for three days or more, you are required to notify the Administrator.
Section 3.7 - Student Support Services

Various other forms of support are available to ensure your personal well-being. For advice on
budgeting and debt management, contact the UCL Students Union’s Rights and Advice
Centre, Bloomsbury Building (first floor), 020 7679 2507/2533, [email protected],
or the Student Helpline, 0800 328 1813 (weekdays 8 am to 8 pm). UK and EU students who
encounter financial hardship can apply for assistance through the Access to Learning Fund at
http://www.studentfinancedirect.co.uk. The Student Financial Support and Welfare section in
the UCL Registry will advise on all matters of a financial nature.
The Dean of Students (http://www.ucl.ac.uk/dean-of-students/) is a senior academic who can

be seen in confidence on a wide range of personal issues and problems.
Students should refer any general and administrative inquiries to the Course Administrator in
the first instance
If you have any academic or personal problems you should first see your personal tutor, who will
be allocated to you in the first week of the course or a member of The Ear Institute academic
staff.
If you have further concerns you may contact any of the following either through your tutor or
directly:
Dean of Students Gower Street, London WC1 Tel: 020 7679 5486
Student Counselling 3 Taviton Street London WC1 Tel: 020 7391 1487
Service
Careers Service 1st Floor, 50 Gordon Street WC1 Tel: 020 7554 4566
If a graduate student has concerns about his/her studies, which cannot be satisfactorily resolved
in discussion with the Course Tutor, Research Supervisors, Departmental Tutor or Postgraduate
Adviser (as appropriate), he/she is entitled to take such concerns to the Faculty Graduate Tutor,
Dr Tim McHugh or Dr David Spratt, who would be pleased to meet the student and discuss such
problems.
Dr Tim McHugh Dr David Spratt

Tel: 020 7472 6402 Tel: 020 7915 1107
Email: [email protected] Email: [email protected]
In addition, UCL Union have Welfare Advisors offering help on issues such as finances, housing
and immigration. Tel: 020 7504 2507
If you have a health problem, you can visit the Gower Street Practice, 3 Gower Place London
WC1. Tel: 020 7387 63096 (emergency 7200)
UCL also have a Women’s Services Department in the UCL Union, Tel 020 7380 7949.
Tel: 020 7504 2834/5385 (advisor to women students)
SECTION 4 – ASSESSMENT
MSc AUDIOLOGICAL SCIENCE
Section 4.1 - Written Examinations
Mini tests - 12% of total MSc AS mark
At the end of each term students will be expected to carry out a mini test for modules 1, 2, 3, 5
and 6 lasting 1 hour for module 4 there will be one mini test at the end of term 1 lasting 2
hours. The aim of the test is to give practice on the type of question that can be set in the final
written examinations. The mini test will be marked and discussed at a tutorial at the beginning of
term. Part time students will also take the relevant module mini tests.
Written examinations - 42% of total MSc AS mark
The end of year written examinations are two hours and held at the Ear Institute.
Students will usually be required to answer six short questions (about 15 minutes each) and
one essay question (about 30 minutes).
Section 4.2 - Practical Examinations

Clinical Mini tests - 3% of total MSc AS mark
There will be 3 mini tests to assess practical skills in Term 1; the less formal mini-tests in Term
2 will rely on attendance of clinical placements and satisfactory completion of designated task
(only 3 classes for this: Fail, Pass, Distinction).
Final Objective Structured Practical Examination - 10% of total MSc AS mark
The final clinical practical examination will take place in the last week of May.
Section 4.3 – Continuous Assessment Course Work

Assessment of Clinical Skills - 4% of total MSc AS mark
Satisfactory completion and submission of Professional Development Portfolio.
Writing and Presentation Skills
Project Essay (1%)
Seminar (1%)
Poster Presentation (1%)
Research Skills - 26% of total MSc AS mark
Statistics Assignment (2%)
Project dissertation (24%)
10,000-word thesis on allocated research project.
General
If a candidate, after due warning, continues to fail to meet UCL requirements and/or the required standard
in part or all of a programme (e.g. by inadequately explained absence from classes, failure to respond
adequately to communications from UCL, poor academic performance, failure to complete the requirements
for a given course and similar conduct), UCL may decide to terminate his/her programme on the grounds of
academic insufficiency. Where a candidate’s programme has been terminated on these grounds he/she
may not be permitted to resit any failed examination.
SECTION 4 – ASSESSMENT
POSTGRADUATE DIPLOMA IN AUDIOLOGICAL
SCIENCE
Section 4.4 - Written Examinations
Mini tests - 12% of total postgraduate AS mark
At the end of each term students will be expected to carry out a mini test for modules 1, 2, 3, 5
and 6 lasting 1 hour for module 4 there will be one mini test at the end of term 1 lasting 2
hours. The aim of the test is to give practice on the type of question that can be set in the final
written examinations. The mini test will be marked and discussed at a tutorial at the beginning of
term. Part time students will also take the relevant module mini tests.
Written examinations - 63% of total postgraduate AS mark
The end of year written examinations are two hours and held at the Ear Institute.
Students will usually be required to answer six short questions (about 15 minutes each) from a
total of eight and one essay question (about 30 minutes) from a choice of two.
Section 4.5 - Practical Examinations

Clinical Mini tests - 4% of total postgraduate AS mark
There will be 3 mini tests to assess practical skills in Term 1; the less formal mini-tests in Term
2 will rely on attendance of clinical placements and satisfactory completion of designated task
(only 3 classes for this: Fail, Pass, Distinction).
Final Objective Structured Practical Examination - 12% of total postgraduate AS mark
The final clinical practical examination will take place in the last week of May.
Section 4.6 – Continuous Assessment Course Work

Assessment of Clinical Skills Portfolio - 6% of total postgraduate AS mark
Satisfactory completion and submission of Professional Development Portfolio.
Writing and Presentation Skills – 1% of postgraduate AS mark

Seminar (1%)
Research Skills - 2% of total postgraduate AS mark

Statistics Assignment (2%)
General
If a candidate, after due warning, continues to fail to meet UCL requirements and/or the required standard
in part or all of a programme (e.g. by inadequately explained absence from classes, failure to respond
adequately to communications from UCL, poor academic performance, failure to complete the requirements
for a given course and similar conduct), UCL may decide to terminate his/her programme on the grounds of
academic insufficiency. Where a candidate’s programme has been terminated on these grounds he/she
may not be permitted to resit any failed examination.
SECTION 5 – GUIDELINES ON COURSEWORK
Section 5.1 – Project Essay
At the beginning of the second term you will be required to complete one written Essay on
your project title.
The essay should be 2500 to 3000 words (BUT certainly no more than 3000).
The deadlines for submission may be found in Section 6.8 Important days for your diary.
Project supervisor only may grant extensions after they have obtained prior permission from
MSc course tutor. All supervisors should inform the MSc Administrator at all times regarding
extension dates.
Failure to meet this deadline will result in loss of marks.
Marks:
It should be understood that the essay is an integral part of the relevant module and
must be completed before the modular credits can be awarded.
(The essay carries a nominal mark of 1% towards MSc).
Please ensure that your essays are no longer than 3000 words as supervisors
may decline to mark the essay, which will only result in loss of marks.
You must hand in 2 copies plus a electronic copy (CD/Floppy disk) to the MSc
Course Administrator.
Deadline Dates For Handing In Essays:
Full Time Students: Friday Week 7, Term 2
Subject matter
The essay should be written in good English. Inclusion of diagrams and tables is
encouraged.
The Conclusion
The different strands of information should be drawn together, and if appropriate a view
expressed, based on the literature.
References
A full list of relevant recent references should be cited.
Any contradiction in the literature should be addressed.
Essays must be word-processed. They should have a separate title page, giving (a) your
name, (b) the essay title, (b) the title and year of the programme, and (c) the submission date
and the signed statement.
Signed Statement
The first page of all written work you submit must include the following signed statement from
you:
“This submission is the result of my own work. All

help and advice, other than that received from tutors,
has been acknowledged, and primary and secondary
sources of information have been properly
attributed.
Should this statement prove to be untrue, I

recognise the right and duty of the Board of
Examiners to recommend what action should be
taken in line with the University’s regulations.”
ALL DEADLINES MUST BE MET.
FAILURE TO MEET DEADLINE DATES WILL RESULT IN LOSS OF MARKS.
The main aim of an essay is to demonstrate your ability to handle a relatively complex issue
with confidence, and to exercise critical thinking. In most cases you do this by arguing a case,
setting out a personal viewpoint, adducing evidence and countering possible objections,
showing your grasp of the m
There are plenty of websites giving advice on brainstorming and essay writing. You may want
to check out http://www.unc.edu/depts/wcweb/handouts/ or
http://www.fas.harvard.edu/~wricntr/resources.html
Section 5.2 - Seminar
One seminar is to be presented during the course of the academic year. It should be about
twelve minutes in length with five minutes for questions.
Each seminar presentation carries a maximum mark of 1% towards the MSc. /Diploma degree.
These are compulsory and ALL students must attend ALL seminars.
1. Each student will be given a seminar title and be expected to carry out basic literature
search on the topic and present their findings.
2. The titles will be distributed four weeks before presentation date for full-time (8 weeks for
part-time) students.
- Full Time Students on Thursday Week 7, Term 1
Section 5.3 - Guidelines for Poster Presentations
One Poster Presentation on MSc. Project: Guidelines on preparing poster are described
below. Two dates are available Friday 11th September 2008 (for students needing to leave
early) or Friday 18th September 2009 (date of project submission). You will be allocated 12
minutes for the presentation with 3 minutes for questions.
General Information
Please prepare a title for the top of your poster indicating the title of presentation, authors and
their affiliations.
See lettering section for the appropriate size of the title. A copy of your abstract, in large type,
should be posted near the title.
It is easier for viewers to scan a poster by moving systematically along it rather than a zig
zagging back and forth in front of it. Simple by prominent sub-headings like "Introduction",
"Methods", "Discussion", and "Conclusions" are very helpful.
Font
The preferred typeface is – Arial and the secondary typeface Garamond
Lettering:
Lettering of the titles and text in the poster should be large enough so it can be read from a
distance of 3 to 8 feet (90 to 250 cm).
Title and subtitles should be in capital letters, although the authors and affiliations in the main
title can be lower case to accentuate the title. General text should be in lower case, as this is
much easier to read and should be double-spaced. General text is most easily produced by
photographic enlargement of typewritten text or by personal computers with word processing
programs equipped with large font sizes.
Graphics:
One word: Simplify! Complex graphs are too difficult to read and comprehend. Lettering on the
graph should be at least 1/4" (7 mm) high and lines on the graph no thinner than 2 mm. Simple
use of colour can add emphasis effectively. Each graph should have a heading of 1 or 2 lines
stating the take-home message. Detailed information should be provided in a legend
accompanying each graph. Overall graph size should not be smaller than 5" x 7" (12.7 x 17.8
cm), the larger 8" x 10" (20.3 x 25.4 cm) format preferred.
Photographs:
Photographs and micrographs should have good contrast and sharp focus and should not
contain unnecessary or distracting detail. Remember that they will be viewed from a distance
of from 3 to 8 feet and should be large enough to be understood from that distance. Important
objects should be labelled, and there should be clear indication of scale. Each photograph
should have a heading of 1 or 2 lines stating the take-home message. Detailed information
should be provided in a legend accompanying each photograph. The same size scale as
stated for graphs applies: 5" x 7" (12.7 x 17.8 cm), the larger 8" x 10" (20.3 x 25.4 cm) format
preferred.
Templates may be downloaded form the intranet http://www.ucl.ac.uk/corporate-
identity/templates/document-templates/index/edit/posters
New Corporate Identity Poster Design

Purba Choudhury and Sarah Guthrie
UCL Development and Corporate Communications Office, UCL, 90 Tottenham Court Road, London, W1T 9HE.
Collaborators logos
Section 5.4 – Case Presentations
Throughout the course students will have the opportunity to participate in case presentation
sessions.
The objective is to provide a discourse for problems encountered in testing patients, analysis
and commentary on interesting patient results. In the first term a member of staff will lead this.
Increasingly, in the second term the students will present (on a rotational basis) patient reports
and results encountered during their clinical placement sessions.
There will be an assessed case presentation in Term 3 – three clinical cases – one diagnostic
audio-vestibular patient, one hearing aid patient and one paediatric patient.
Each case should be no more than five minutes in length and you may use any medium –
handouts, overhead projector or power point (Maximum time per student is 15 minutes). These
will go towards the development of your clinical practise portfolio (Module 7)
The following may be included:

• An introduction to the patient and outline of the patient history.
• A description of clinical tests undertaken by the student audiologist(& senior
audiologist(s)
• A discussion of all relevant clinical findings and conclusions made.
• A discussion of alternative treatment options and management strategies that were or
could possibly be considered
• Evidence of Reflective Practice
Section 5.5 – Enquiry Based Learning
In term 1 you will be allocated a particular hearing and/or balance problem> You will need to
develop a report as well as making series of presentations based around:
1. Epidemiology and aetiology; clinical features (Presentations and discussion)
2. Differential Diagnosis – history, clinical and objective tests used to identify your
allocated disorder (Presentations and discussion)
3. Rehabilitation for pathology (Presentations and discussion)
of the disorder to be investigated.

You will be given guidance on how to prepare your EBL report, which will go towards
developing your clinical practise portfolio (module 7)
Section 5.6 – Plagiarism
All students are reminded that all work submitted, as part of the requirements for any
examination of the University of London must be expressed in your own words and incorporate
your own ideas and judgements.
The College is subject to the University of London General Regulations for Internal Students
and the policy detailed below has been drawn up in accordance with those Regulations.
PLAGIARISM,- that is, the presentation of another person’s thoughts or words or artefacts or
software as though they were your own - must be avoided, with particular care in the
course-work and essays and reports written in your own time. Direct quotations from the
published or unpublished work of others must always be clearly identified as such by being
placed inside quotation marks, and a full reference to their source must be provided in the
proper form.
Remember that a series of short quotations from several different sources, if not clearly
identified as such, constitutes plagiarism just as much as does a single unacknowledged long
quotation from a single source. Equally, if you summarise another person's ideas, judgements,
figures, diagrams or software, you must refer to that person in your text, and include the work
referenced in your bibliography.
Recourse to the services of "ghost-writing" agencies (for example in the preparation of essays
or reports) or of outside word processing agencies which offer correction/improvement of
English" is strictly forbidden, and students who make use of the services of such agencies
render themselves liable for an academic penalty.
Some departments give specific advice about non-originality, plagiarism and the use of
material by others, and the student must make themselves aware of such departmental
guidelines and abide by them. For such assessments it is also illicit to reproduce material that
a student has used in other work/assessment for the course or programme concerned.
Students should make themselves aware of their department's rules on this "self plagiarism". If
in doubt students should consult their Personal Tutor, or an appropriate other Tutor.
"You should note that UCL has now signed up to use a sophisticated detection
system (Turn-It-In) to scan work for evidence of plagiarism and the Department
intends to use this for assessed coursework. This system gives
access to billions of sources worldwide, including websites and journals, as
well as work previously submitted to the Department, UCL and other
universities."
Failure to observe any of the provisions of this policy or of approved departmental guidelines
constitutes an examination offence under the University Regulations. Examination offences
will normally be treated as cheating or irregularities under the regulations for Proceedings in
respect of Examination Irregularities. Under these Regulations students found to have
committed an offence may be excluded from all further examinations of the University and/or
the College.
SECTION 6 – COMMUNICATION AND
CONSULTATION
Section 6.1 - Messages and Mail
Most messages are sent using email. Note that we will send to your UCL email address only.
All incoming internal and external paper mail for Comparative Literature MA students is
forwarded to the Administrator, who will deposit it in the relevant in-tray on the 3rd floor of the
adult audiology building
The notice board located on the third floor of the Adult Audiology Building and serves as a
general information point for the MSc and BSc Courses. You should check both the notice
board and the student in-tray for handouts and correspondence on a regular basis.
In line with UCL Data Protection policy, and for your own safety and privacy, staff will not pass
students’ private addresses or telephone numbers to others, including other students. If you
wish to let someone else have your contact details, you should provide them personally.
Remember to inform the Administrator (and not just PORTICO – see below) of any changes of
address!
Section 6.2 - The PORTICO Website
PORTICO: The UCL Student Information Service.

UCL has recently introduced a new Student System which is known as PORTICO – The UCL
Student Information Service.
Access to PORTICO is available to everyone across UCL – both staff and students alike – via
the web portal www.ucl.ac.uk/portico. You will need to logon using your UCL userid and
password, which are issued to you once you have enrolled. These are the same as the ones
used for accessing UCL restricted web pages, UCL email and the Windows Terminal Service
(WTS). If you do not know them, you should contact the IS Helpdesk as soon as possible
(www.ucl.ac.uk/is/helpdesk). Please remember that passwords automatically expire after 150
days, unless they have been changed. Warnings are sent to your UCL email address during a
30 day period, prior to your password being reset.
- You can read your UCL email on the web at www.webmail.ucl.ac.uk
- You can change your password on the web, at any time, at
https://www.ucl.ac.uk/is/passwords/changepw.htm.
Passwords cannot be issued over the phone unless you are registered for the User
Authentication Service, see www.ucl.ac.uk/is/helpdesk/authenticate/. We strongly advise that
you register for this service. If you have not registered for the User Authentication Service you
will need to visit the IS Helpdesk in person or ask them to post a new password to your
registered home or term-time address. More information can be found at
http://www.ucl.ac.uk/is/helpdesk/.
As a student you can take ownership of your own personal data by logging on to PORTICO.
In PORTICO you can:
• edit your own personal data e.g. update your home and term addresses, contact
numbers and other elements of your personal details;
• complete online module registration – i.e. select the modules you would like to study, in
accordance with the rules for your programme of study (subject to formal approval &
sign off by the relevant teaching department and your parent department);
• view data about courses/modules - i.e. information on courses/modules available either
in your home department or elsewhere to help you choose your optional modules /
electives.
• view your own examination results online;
As before, any continuing student requiring official confirmation of their results, or any
graduating student requiring additional copies of their transcript, should refer to the information
for obtaining an official transcript at
www.ucl.ac.uk/registry/current/examinations/transcripts/
If you have any comments or suggestions for PORTICO then please e-mail:
[email protected]
Section 6.3 - Feedback on Coursework

Assessed essays and reports: as these are part of the assessment, no percentage mark can
be provided, but you can expect to be given a letter mark and critical comments. These will be
of use to you for subsequent assessed work and/or the dissertation. Please note that feedback
on your essay comes in written form only.
You do not normally receive feedback on examination papers. Any feedback on the
dissertation will have to wait until after the meeting of the Board of Examiners (which usually
takes place towards the end of October in the following session). The College will eventually
send you a full list of marks.
Section 6.4 - Staff-Student Consultative Committee

This committee discusses matters of relevance to the MSc programme, the effectiveness of
the teaching or the quality of the learning experience. The meetings are approximately one
hour in duration, but may be open-ended informal gatherings at which you can raise any issue
you like, from course design to chewing gum in the carpet. Student representatives and staff
connected with the programme are invited to the meetings.. They are an important means of
communication, so do please come and make your views hear. At the start of term 1 all
students will be invited to nominate their representatives at these meetings. There will be two
meetings through the year when the student representative from each of the courses run at
The Ear Institute will meet with staff representatives to discuss any important points affecting
the course lectures, projects, facilities etc.
Section 6.5 – Module & Course Evaluation
Questionnaires
Towards the end of Term 2 you will be asked to complete questionnaires about each of the
taught modules. The questionnaires give you a chance to evaluating the effectiveness of
individual courses (presentation, content and handout etc) and the quality of the educational
experience involved.
You will be asked to fill in a further questionnaire about the programme as a whole in
September. This will be given one week before the Project submission deadline in September.
The questionnaire and project must be handed in simultaneously. The comments you make in
all these questionnaires are treated as strictly confidential. The use of course evaluation
questionnaires is in line with UCL policy of constantly monitoring and improving teaching
quality.
The questionnaires provide us with important information about how you feel about the
courses and the programme overall, and how we can improve its effectiveness. All comments
and suggestions are taken very seriously. The Programme Co-ordinator discusses the findings
of the questionnaires with teachers and reports on them to the Dean of the Faculty.
Section 6.6 Complaints

Complaints and grievances can be taken up with your Personal Tutor, the Course Conveners or the
Programme Coordinator. Should you feel the need to take the matter further, you can contact the Faculty
Tutor in the Clinical Sciences Faculty Office, or, beyond that, the Dean of Students.
Section 6.7 Course Timetable - Changes

From time to time lecture times may need to be changed for a variety of reasons. Some
lectures may overrun or finish early then scheduled. Some may be due to reasons beyond our
control such as illness or some other unforeseen event. Whilst every effort will be made to
reschedule a cancelled lecture, due to the modular nature of the course it may not always be
possible to accommodate such changes in the timetable.
Most lecturers provide handouts and/or reading lists. If a lecture cannot be rescheduled a further
reading list may be provided. Changes to the timetable will be posted on the notice board on the
3rd Floor of the Audiology Building and on the departmental web site. Please remember to tell us
if a lecturer has not turned up (phone ext. 54290 that has an answer phone) and make
constructive use of the time available.
The course is made up of lectures, seminars, tutorials, practicals, demonstrations and
research project. Students are expected to attend all parts of the course.
ALL MOBILES MUST BE SWITCHED OFF.
As per the UCL rules and regulations set out below
"14.10.1 If a student, after due warning, continues to fail to meet UCL requirements and/or the required standard in
part or all of a programme (e.g. by inadequately explained absence from classes, failure to respond adequately to
communications from UCL, poor academic performance, failure to complete the requirements for a given course
and similar conduct), UCL may decide to terminate his/her programme on the grounds of academic insufficiency.
Where a student's programme has been terminated on these grounds he/she may not be permitted to sit any
examination."
YOUR ATTENDANCE AT THE LECTURES IS COMPULSORY. STUDENTS ARE REQUESTED TO ATTEND
ALL LECTURES THAT ARE SCHEDULED. IF FOR ANY REASON YOU ARE UNABLE TO ATTEND PLEASE
CONTACT THE MSc ADMINISTRATOR ON 020 7915 1524.
Section 6.8 - Important Dates for Your Diary
EAR Institute Term dates for 2008/2009 (subject to amendments)
INDUCTION DAY – MONDAY 22ND SEPTEMBER 2008
Monday 22nd September 2008 - Friday 12th December 2008

Monday 12th January 2009 - Friday 27th March 2009
Monday 27th April 2009 - Friday 12th June 2009
Seminar Presentations Students (Titles provided week of term, 8

Thursday 6th November 2008
weeks earlier)
End of November 2008 Selection of projects and preliminary discussion with supervisors
Wednesday 26th – Friday 28th November
British Academy of Audiology Annual Conference
2008
Thursday 20th November 2008 BSA Short Scientific Papers Meeting @ Ear Institute
FINAL WRITTEN PAPERS

Monday 27th April 2009 Written examination – Anatomy and Physiology (AUDLGS02)
Wednesday 29th April 2009 Written examination – Auditory Biophysics (AUDLGS08)
Friday 1st May 2009 Written examination – Balance (AUDLGS05)
Tuesday 5th May 2009 Written examination – Auditory Rehabilitation (AUDLGS04)
Wednesday 7th May 2009 Written examination – Clinical Audiology (AUDLGS03)
Friday 8th May 2009 Written examination – Paediatrics (AUDLGS06)
Friday 22nd May 2009 Clinical case presentations – ALL Full & Part-time students
CLINICAL PRACTICAL EXAMS
(NOTE – YOU WILL BE ADVISED AT LEAST 6 - 8 WEEKS IN ADVANCE OF YOUR ACTUAL EXAMINATION
DATES)
Clinical Practical Examination (OSPE): Adult Diagnostics/Auditory
Wednesday 27th May 2009
Rehabilitation/Paediatrics – Full Time Students Only.
Clinical Practical Examination (OSPE): Adult Diagnostics/Auditory
Friday 29th May 2009
Rehabilitation/Paediatrics – Full & Part Time Students.
RESIT EXAMINATION PAPERS
6th July 2009 Resit examinations for Modules*
* actual module exams timetabled will be dependent on number of papers set –
students will be informed 4-weeks prior to resit examinations
Friday 14th August 2009 Final Draft projects MUST be handed in to supervisors
Final project to be handed in NO EXTENSIONS ARE
Friday 18th September 2009
PERMISSABLE
Friday 11th and / or 18th September 2009 Project seminars
Friday 6th November October 2009 Final Examination Board Meeting.
SECTION 7 – STUDENT RESOURCES
Section 7.1 - Computers
UCL has substantial computing facilities available for student use. Networked PC cluster
rooms are dotted around the College and some halls of residence. Contact the Information
Systems Division's Helpdesk to obtain full details and authorization forms (Helpdesk tel.
37779). Training courses and various booklets and guides are also available. Note that
demand for the use of the College’s central computing facilities is high.
MSc in Audiological Science students can also use five of the computers in Annex to MSc
Seminar Room 1
The network gives you access to a vast array of software packages, library catalogues,
databases, electronic journals, the electronic learning platform WebCT, email and the Internet.
The induction programme includes a session to familiarize you with UCL’s computing
provisions. Various courses are available to help you develop your computer skills.
Section 7.2 - Libraries
The three libraries most useful for this course are:
The Bloomsbury Science Library Located at the southern end of the UCL Campus
opposite Waterstones Bookshop
The Ear Institute Library Located in the Royal National Throat, Nose and
Opening times: Ear Hospital
9:30 - 19:00 (Monday - Tuesday)
@ 5.30 in summer months
9:30 - 17:30 (Wednesday - Friday)
The Royal National Institute for the Deaf Located in the Hospital on the floor above The
(RNID) Library Ear Institute library.
9:30 - 19:00 (Monday - Tuesday)
@ 5.30 in summer months
9:30 - 17:30 (Wednesday - Friday)
http://www.ucl.ac.uk/library/iol.shtml
You will have access to the scientific and medical literature through CD-ROMs and Internet
access at the various libraries.
In addition, with nearly 2 million volumes and 9,000 journals the UCL Library is well equipped
and should meet most of your other requirements. An introduction to the Library is arranged
early in Term 1. You may also want to use other London University libraries or specialist
collections. Ask the Information Desk in the UCL Main Library for details. The University of
London Library in Senate House (Malet Street) serves as a back-up library, with various
specialist collections. The British Library (Euston Road) is five minutes’ walk from UCL. The
catalogues of all these libraries can be consulted via the Web. The library provision in central
London is world-class, so make the most of it.
Section 7.3 - Moodle
Moodle can also be called a 'Virtual Learning Environment' (VLE) or 'Learning Platform'. It
provides a range of functionality covering content creation and delivery, communication and
collaboration and management, including tracking and assessment tools.
Logging in to Moodle
• Open up a web browser (e.g. Internet Explorer or Mozilla)
• In the address bar type: http://www.ucl.ac.uk/moodle
• Enter your UCL ID and password
• Click Login.
Once logged in you will see the list of courses available to you. Most of the modules will have
handouts available on-line, others will be directly available form the UCL website.
Section 7.4 - Photocopying
The Ear Institute Library houses a photocopying machine that the students can use by inserting a
card available from the librarian.
Section 7.5 - Lockers
These are available for all students at a fee of £10.00 (refundable) and keys will be provided
usually in the first week.
Section 7.6 - Common Room
The student Common Room is located on the first floor of the ‘Old Building’ within the EAR
Institute, on the same floor as the Skills Laboratory. Shared with BSc Audiology students.
Section 7.7 - Public Lectures and Conferences
Students are encouraged to attend conferences and short courses and space has been
allocated in the busy schedule for this purpose. You should be encouraged to attend the BAA
Conference in November – registration is FREE to students, although you will have to arrange
your own accommodation and transport.
For those unable to attend the BAA conference, there will be an opportunity to attend the
Clinical Short Papers Meeting held here at The EAR Institute. Anyone who is interested will
need to make his or her own arrangements.
Attending such meetings provides the learning opportunity for developing professional as well
as academic skills.
Appendix I
Staff Contact Details
Teaching Staff Contact Details
Job title Email Telephone
Francis Ajiboye Clinical Scientist &
[email protected] +44 (0)20 7915 1390
BSc MSc Lecturer
Clinical Scientist &
Dr Ghada Al- Lecturer, BSc
Malky MBChB Course Co-ordinator [email protected] +44 (0)20 7679 8914
MA BSc Audiology
Admissions Tutor
Robert Heller BSc
BSc Administrator [email protected] +44 (0)20 7679 8966
Lorraine Jeffrey
Hearing Therapist &
BSc
Lecturer
Torsten Lecturer in Auditory
[email protected] +44 (0)02 7679 8933
Marquardt Biophysics
Clinical Scientist &
Paul Radomskij
Lecturer, MSc [email protected] +44 (0)20 7679 8952
BSc MSc
Course Co-ordinator
Minal Shah MSc Course
[email protected] +44 (0)20 7915 1524
Administrator
Lecturer &
Debi Vickers
Advanced Audiology [email protected] +44 (0)20 7679 8889
Course Coordinator
Ifat Yasin
Lecturer [email protected] +44 (0)20 7679 8881
Edwina TURNER - Departmental Secretary Miss Charmaine HENRY – PA to Prof.
Ext Telephone: 020 7679 8908 David McAlpine
Internal (UCL): 28908 Telephone: 020 7679 8909
Internal (RF): 54214 Internal (RF):54292 / 28909
Fax 020 7837 9279 Fax: 020 7837 9279
- Administrative Assistant Miss Marianne KARTON - Finance Officer

Ext Telephone: 020 7679 8964 Telephone: 020 7679 8911
Internal (UCL): 28964 Internal (UCL): 28911
Internal (RF): 54292 Internal (RF): 54373
Fax 020 7837 9279 Fax: 020 7837 9279
Prof Valerie LUND - Professor in Rhinology Mr Alex STAGG - Librarian - ILO/RNID
Telephone: 020 7915 1497 Telephone: 020 7915 1445
Internal (RF): 54197 Internal (RF): 54145 / 54253
Fax: 020 7833 9480 Fax: 020 7915 1443
Mrs Cheryl OVERINGTON - Institute Mr Dominic STILES - Issue Desk

Administrator Supervisor
Internal (UCL): 28910 Internal (RF): 54145
Internal (RF): 54218 Fax: 020 7915 1443
Fax: 020 7837 9279
Mr Neil ROBERTS - Audiovisual Technician Prof Tony WRIGHT

Telephone: 020 7679 8884/8929 Telephone: 020 7915 1308
Pager: 07659 590 007 Internal (UCL): 28927
Internal (RF): 54280 Internal (RF): 54007
Fax: 020 7837 9279 Fax: 020 7833 9480
Miss Kate LAY - Senior Medical Photographer Mr AC Tan - IT

Fax: 020 7837 9279 Fax: 020 7837 9279
Centre for Auditory Research
Prof Jonathan ASHMORE FRS - Bernard Mr Jonathan BIRD - PhD student

Katz Professor of Biophysics (Physiology)
Telephone: 020 7679 8937 / 020 7679 6080 Telephone: 020 7679 8942
(Physiology) Internal (UCL): 28942
Internal (UCL): 28937 Fax: 020 7679 8990 Fax: 020 7679 8990
Dr Bradford BACKUS - Research Fellow Dr Maria BITNER-GLINDZICZ - Reader in

Telephone: 020 7679 8949 Clinical Genetics (Institute of Child Health)
Internal (UCL): 28949 Telephone: 020 7242 9789 x 2608
Fax: 020 7679 8990 Internal (UCL): 82 72 2608 Fax: 020 7679
8990
Mr Ivan BRUNETTA - PhD student Dr Sally DAWSON - Lecturer in Molecular

Telephone: 020 7680 8939 Audiology
Fax: 020 7679 8990 Internal (UCL): 28935 Fax: 020 7679 8990
Dr Bjorn CHRISTIANSON - Research Fellow Dr Isabel DEAN - Research Fellow
Telephone: 020 7679 8971 (Physiology)
Fax: 020 7679 8990 Internal (UCL): 28947 Fax: 020 7679 8990
Dr Roberta DONATA - Research Fellow

(Physiology)
Telephone: 020 7679 8948
Internal (UCL): 28948
Fax: 020 7679 8990
Prof Andy FORGE - Director, CAR. Professor Dr Jonathan GALE - Royal Society University
of Auditory Cell Biology Research Fellow
Fax: 020 7679 8990 Fax: 020 7679 8990
Dr Dan JAGGER - Royal Society University Prof David KEMP FRS - Professor of
Research Fellow Auditory Biophysics
Fax: 020 7679 8990 Fax: 020 7679 8990
Miss Manuela LAHNE - PhD student Dr Torsten MARQUARDT - Lecturer in

(Physiology) Auditory Biophysics
Fax: 020 7679 8990 Fax: 020 7679 8990
Dr Jenny LINDEN - Lecturer in Neuroscience Professor David McALPINE - Professor of

(Anatomy) Telephone: 020 7679 8928 Auditory Neuroscience (Physiology) –
Internal (UCL): 28928 Fax: 020 7679 8990 Director Ear Institute
Telephone: 020 7679 8938
Prof Alf LINNEY - Professor of Medical Internal (UCL): 28938
Physics Fax: 020 7679 8990
Telephone: 020 7679 8926
Internal (UCL): 28926 Mr Darren McDONALD - Software support
Fax: 020 7679 8990 Telephone: 020 7679 8980/1
Internal (UCL): 28980/1 Fax: 020 7679 8990
Mr Pavel MISTRIK - Research Fellow
Telephone: 020 7679 8943 Dr Regina NICKEL - Research fellow in
Internal (UCL): 28943 auditory cell biology
Fax: 020 7679 8990 Telephone: 020 7679 8955
Internal (UCL): 28955 Fax: 020 7679 8990
Dr Juande NAVARRO-LOPEZ - Research Mr A C TAN - Information Technology

Fellow Scientist
Internal (UCL): 28940 Internal (UCL): 28929 Fax: 020 7679 8990
Fax: 020 7679 8990
Mr Graham NEVILL - Senior technician

Telephone: 020 7679 8941
Internal (UCL): 28941 Fax: 020 7679 8990
Dr Ruth TAYLOR - Research Fellow in Prof Tony WRIGHT - Professor of
Auditory Cell Biology Otorhinolaryngolgy
Internal (UCL): 28954 Fax: 020 7679 8990 Internal (UCL): 28927
Internal (RF): 54007 Fax: 020 7679 8990
Mr Tommy TORNARI - PhD Student
Telephone: 020 7679 88887 Dr Emily TOWERS - Research Fellow
Internal (UCL): 28887 Fax: 020 7679 8990 Telephone: 020 7679 8931
Internal (UCL): 28931 Fax: 020 7679 8990
For most recent list go to: http://www.ear.ucl.ac.uk/staff/staff.htm

Appendix II
Programme Regulations for MSc Audiological Science
Aims and Objectives of the MSc Audiological Science
The course is designed to provide the theoretical, clinical, research and vocational skills
necessary for those students who wish to pursue a career as an audiological scientist /
audiologist and/or a career in research.
Regulations concerning programmes of study are contained in the Blue Book, UCL Academic
Regulations for students. The following are amendments to these Regulations (Valid for MSc
from 2004)
Additional Entry Qualifications

a) An honours degree in Science, Engineering or Psychology (minimum second class).
b) Candidates with an honours degree in other disciplines may be considered providing
they have a minimum of three years relevant professional experience.
Curriculum
The MSc in Audiological science will be run as a full-time and day release part-time
programme. The programme comprises eight modules: 6 taught modules, 1 clinical and
professional practice module including research methods, 1 comprising of a research project.
Modules for the MSc in Audiological Science
Credits
Module 1 Auditory Biophysics and Electroacoustics 15
Module 2 Anatomy and Physiology of the Audio-vestibular system 15
Module 3 Diagnostic audiology 15
Module 4 Auditory rehabilitation 15
Module 5 Balance 15
Module 6 Paediatric audiology 15
Module 7 Clinical and professional practice including research methods 30
Module 8 Research Project: thesis & seminar 60
Total 180
Duration of programmed study

For full time: 1 calendar year.
Examination
Two hour end-of-year Modular Examination (modules 1 to 6).
Typically the questions will be of the following type
- One essay question to be answered. Answer time of 30 minutes.
- Six short questions to be answered. Answer time 15 minutes each.
Some examination papers will offer a choice of questions. However, each module coordinator
has the flexibility to design the examination paper, even to the point of making ALL questions
compulsory.
There will be a practical examination and a research dissertation (approx. 60 pages) on an

individual project.
There will also be continuous assessment through essays, statistics assignments; EBL
reports, mini-tests and oral presentations.
Date of examinations
Modules 1 to 6 and practical examination in May/June
One resit allowed per module – taken in July of same academic year.
Project dissertation by: 18th September 2009 (Friday before start of new term – UCL
academic year).
Programme Regulations for Graduate Diploma in
Aims and Objectives of the Postgraduate Diploma Audiological Science
The course is designed to provide the theoretical, clinical and vocational skills necessary for
those students who wish to pursue a career as an audiologist.
It differs from the MSc in that the research module is not required, although the student will be
introduced to research methods
Regulations concerning programmes of study are contained in the Blue Book, UCL Academic
Regulations for students. The following are amendments to these Regulations (Valid from
2004)
Additional Entry Qualifications
An honours degree in Science, Engineering or Psychology (minimum second class).
Candidates with an honours degree in other disciplines may be considered providing they
have a minimum of three years relevant professional experience.
Non-standard academic qualifications, but with relevant clinical experience of more than five
years may be considered. Exemption from certain elements of clinical module 7 may be
possible with BAAT parts I & II and five years clinical audiology experience after consultation
and written approval of course tutor. Those students who think they may be affected by this
rule should arrange to meet the course tutor within one week of starting the course.
Curriculum
The Diploma in Audiological Science will be run as a full-time and day release part-time
programme. The programme comprises seven modules: six taught modules and one clinical
and professional practice module including research methods.
Modules for the Diploma in Audiological Science
Credits
Module 1 Auditory Biophysics and Electroacoustics 15

Module 2 Anatomy and Physiology of the Audio-vestibular system 15
Module 3 Diagnostic audiology 15
Module 4 Auditory rehabilitation 15
Module 5 Balance 15
Module 6 Paediatric audiology 15
Module 7 Clinical and professional practice including research methods 30
Total 120
Duration of programmed study
For full time: 1 calendar year. Modular: 2 to 5 flexible academic years.
Examination
Two hour end-of-year Modular Examination (modules 1 to 6)

- One essay question to be answered. Answer time of 30 minutes.
- Six short questions to be answered. Answer time 15 minutes each.
Some examination papers will offer a choice of questions. However, each module coordinator
has the flexibility to design the examination paper, even to the point of making ALL questions
compulsory.
There will be a practical examination (module 7)
Continuous assessment through essays, mini-tests and oral presentations contribute to all
modules.
Date of examinations
Modules 1 to 6 and practical examination in May.
One resit allowed per module – taken in July of same academic year.
[Note students registered for graduate diploma in Audiological Science prior to Sept 2005, may
still be able to obtain Graduate Diploma in Audiological Science, where historic pass mark of
40% still allowable, rather than Postgraduate diploma with higher pass mark of 50%]
Appendix III
Classification Scheme and Scheme of Award of the
Audiological Science Degree
The student should attend the lectures and activities relating to each module. For the module
to be credited, students need to pass the final modular examination and complete the relevant
components of continuous assessment (modular mini-tests, seminars, essay, statistics
assignment, practical mini-tests and log-book).
MSc Scheme of Award
To be considered for an award of MSc in Audiological Science, a candidate must have

completed all eight modules to the satisfaction of the college by:
1) Achieving at least 50% in all the final written papers (for each module 1 to 6)
2) Achieving at least 50% in the final practical examination (module 7)
3) Achieving at least 50% in the final project dissertation (module 8)
4) Completed and submitted all components from the continuous assessment.
Marks will be awarded according to the UCL marking scheme below.
Distinction: Candidates who overall achieve a mark of 70% or greater AND independently a
mark of 70% or greater in module 7 and 8 will be awarded MSc with distinction. All other
modules must have a minimum mark of 65% or greater. (The examination board have the
discretion to award a distinction providing a mark of 70% or greater is achieved overall, in
module 7 and 8 and at least four of modules 1 to 6 achieve a mark of 60% or greater and two
65% or greater).
Borderline candidates: The Board of Examiners may allow the possibility of a condoned pass
at Diploma level in any one module provided
- that the mark achieved in the elements(s) in question is at least 40% and
- that the element in question is not the dissertation nor the Module 7 final clinical
practical exam and
- that the percentage of condoned pass at Diploma level allowed does not exceed
20 - 25% of the total weighting of the elements of assessment for the programme.
Continuous Assessment: The Board of examiners will have discretion to allow failure of any of
the elements that form part of the continuous assessment, providing
- the final written papers, final practical exam and project achieve a minimum mark of 50%
and
- the student submits model answers to the mini-test questions from the failed papers
(answers should be of a quality that would achieve at least 70% in a closed book exam
and should be submitted within two weeks of the results). As with resit examinations, the
mark for the mini-test will be capped at 50% for degree calculation.
Retaking examinations: Students who fail any of the final modular examinations will be
allowed to retake the examination in July of the same academic year. The maximum mark that
may be awarded on a resit is 50% for the purpose of degree calculation. If a worse mark is
obtained in the resit examination, then the first mark will stand. Otherwise failure of the retake
will result in failure of the award of that module in the relevant academic year.
Resubmitting project: Students who obtain <50% in the project, will be allowed to resubmit
their dissertation if the examiners only require MINOR corrections to dissertation and not
further experimental work.
If further experimental work is necessary and/or major corrections are required, then the final
examination board may allow this, but the student will not be allowed to resubmit the work until
the following academic year.
Assessment of MSc Audiological Science
Final Written Paper Mini-tests Total
Module 1 to 6 78% 22% 100%
[TO MSc FOR

8% 1% 9%
EACH MODULE]
Must achieve at least 50% in all the final written papers (for each Module 1 to 6
module 1 to 6) 54 % of MSc
Professional
Final
Practise
Practical Seminar Statistics Total
Portfolio +
Exam
Mini-tests
Module 7 50% 35% 5% 10% 100%
[TO MSc] 10% 7% 1% 2% 20%
Module 7
Must achieve at least 50% in the final practical examination
20 % of MSc
Project Project Poster

Essay Total
Dissertation Presentation
Module 8 92% 4% 4% 100%
[TO MSc] 24% 1% 1% 26%

Must achieve at least 50% in the project dissertation Module 8
26 % of MSc
Classification Scheme and Scheme of Award of the
Postgraduate Diploma
Scheme of Award
To be considered for an award of postgraduate diploma in Audiological Science, a candidate
must have completed all seven modules to the satisfaction of the college by:
1. Achieving at least 50% in all the final written papers (for each module 1 to 6)
2. Achieving at least 50% in the final practical examination (module 7)
3. Completed and submitted all components from the continuous assessment (and making a
serious attempt).
Marks will be awarded according to the UCL marking scheme below.
Distinction: Candidates who overall achieve a mark of 70% or greater AND independently a
mark of 70% or greater in module 7 will be awarded postgraduate diploma with distinction. All
other modules must have a minimum mark of 65% or greater. (The examination board have
the discretion to award a distinction providing a mark of 70% or greater is achieved overall, in
module 7 and 8 and at least four of modules 1 to 6 achieve a mark of 60% or greater and two
65% or greater).
Borderline candidates: The Board of Examiners may allow the possibility of a condoned pass
at Diploma level in any one module provided
- that the mark achieved in the elements(s) in question is at least 40% and
- that the element in question is not the Module 7 final clinical practical exam and
that the percentage of condoned pass at Diploma level allowed does not exceed 20 - 25% of the
total weighting of the elements of assessment for the programme
Continuous Assessment: The Board of examiners will have discretion to allow failure of any of
the elements that form part of the continuous assessment, providing
- the final written papers and final practical exam achieve a minimum mark of 50% and
- the student submits model answers to the mini-test questions from the failed papers
(answers should be of a quality that would achieve at least 70% in a closed book exam
and should be submitted within two weeks of the results). As with resit examinations, the
mark for the mini-test will be capped at 50% for degree calculation.
Retaking examinations: Students who fail any of the final modular examinations will be
allowed to retake the examination in July of the same academic year. The maximum mark that
may be awarded on a resit is 50% for the purpose of degree calculation. If a worse mark is
obtained in the resit examination, then the first mark will stand. Otherwise failure of the retake
will result in failure of the award of that module in the relevant academic year.
Assessment of Postgraduate Diploma
Final Written Paper Mini-tests Total
Module 1 to 6 78% 22% 100%

[TO DIPLOMA
FOR EACH 10.5% 2% 12.5%
MODULE]
Must achieve at least 50% in all the final written papers (for each Module 1 to 6
module 1 to 6) 75% of Diploma
Professional
Final
Practise
Practical Seminar Statistics Total
Portfolio +
Exam
Mini-tests
Module 7 50% 35% 5% 10% 100%
[TO DIPLOMA] 12% 10% 1% 2% 25%

Module 7
Must achieve at least 50% in the final practical examination 25 % of
Diploma
NOTE – FOR THOSE STUDENTS REGISTERD FOR DIPLOMA IN

AUDIOLOGICAL SCIENCE PRIOR TO SEPT 2005 SLIGHTLY
DIFFERENT RULES APPLY, MOST IMPORTANT DIFFERENCE
BEING LOWER PASS MARK OF 40%.
Marking Scheme for MSc / Postgraduate Diploma Students
Cipher
used
Grade* for Range Notes to Guide Examiners- marking individual questions
marking [median]+
course
work
Clear first class answer; almost everything included that you can
Distinction A 70-100 think of (containing critical discussion of facts or evidence). Well
[80] argued, to the point. No significant errors. Normally use ~75-80
(some 10% of the answers should achieve this). For truly
exceptional work, give 85-90.
Pass B 60-69 A well-organised and well-expressed answer which shows clear

[65] understanding; a good number of correct facts, with no significant
errors, but lacking the quality of a distinction.
Undoubtedly sufficient to pass but not enough detail, and/or not

Pass C 50-59 sufficiently well constructed or well argued to be considered for a
[55] higher grade. May have had potential for a higher grade but
contains one or two significant errors. Use ~58 for an answer
which might have been considered as a possible B at some
stage. Use ~52 if only just adequate for a pass.
Barely adequate number of relevant facts or a muddled

Fail D 40-49 presentation, important errors or very poor expression of material.
Poor judgement about what is important.
Inadequate information, small amount of good material with

E 35-39 several errors. No judgement about balance of what is important
or what is trivial. Might have been considered as a fail at some
point during evaluation.
Never seriously considered as a possible pass. Insufficient

Clear Fail F 0-35 correct material, many errors, or very poor expression of material.
If no answer or a few irrelevant lines - give 0-20, give 20-35 if
there are a few correct facts on the paper.
Appendix IV
Clinical Training and External Visits
As time allows, visits may be made during the summer term from a selection of the following
departments. Arrangements will be made after consultation during the second term.
Name/Department Address / Tel No Contact Name
Vestibular Practical Department of Neuro-otology Albert Coehlo

Session National Hospital for Neurology &
Neurosurgery
Queen Square, London WC1N 3BC
Physiotherapy Session Department of Rehabilitation Therapy, Jan Glover
National Hospital for Neurology and
Neurosurgery,
Queen Square, London WC1N 3BC
Sellincourt PHU Sellincourt School, Nancy Allen
Sellincourt Road, London, SW17.
Tel: 0181-672 5982
Southfields PHU Southfields School, Elaine Elliott
333 Merton Road, Southfields
London, SW18.
Tel: 0208-870 0171
Oak Lodge School for 101 Nightingale Lane, Peter Merryfield
Deaf Children London, SW12 8NA.
Tel: 0181-673 3453
Regional Deaf Unit Pathfinder Mental Health Service Karen Kitson
Old Church
146a Bedford Hill
London SW12 9HW
Tel: 0208 675 2100
The City Lit Keeley House, Keeley Street, Stewart McKenna
London, WC2B 4BA.
RNID RNID South East, Sarah Gadsden
39 Store Street,
London WC1E 7DB.
Tel: 0207-916 4144
Cochlear Implants Team / The RNTNE, Wanda Aleksy
Paediatric/Adult Tel: 0207-915 1590
Appendix V
Clinical Placements
The following departments have provided clinical placements on a rotational basis for MSc
/Diploma Students.
Neuro-otology Clinic Department of Neuro-otology, Dr. Ros Davies

National Hospital for Neurology and Mr. Albert Coelho
Neurosurgery, Queen Square, London
WC1N 3BC
Paediatric Audiology Brocklebank Health Centre Dr. S. Fonseca

Clinic 249 Garrett Lane
Wandsworth S18 4DU
(Swaffield Road)
020 8700 0102
Paediatric Audiology Newcommen Centre, Mr. Philip Evans
Clinic Guy's Hospital, London SE1
0207 955 5000 x 3858
Paediatric Audiology Nuffield Centre David Crowhen

Clinic The RNTNE
Adult Diagnostics RNTNE Ms. Zena Butt
Adult Rehabilitation Department of Adult Auditory Mr. Robert Hood

Clinics Rehabilitation
Audiology, RNTNE
Adult Diagnostics The Royal London Hospital Ms. Amanda Ling

Audiology Dept, 1st Floor OPD Ms Seema Patel
Royal London Hospital
Whitechapel
London E1 1BB
Health and Safety matters for consideration
Health and Safety
It is legal requirement and UCL policy for all students and staff to be aware of Health and
Safety arrangements both in UCL and in clinical placements. During the first few days of a new
clinical placement (or if possible before the placement begins) students should ensure that
they receive an induction into the Health and Safety procedures, which are relevant for that
setting. The details will vary for different organisations and departments; therefore it is
essential that all students read the relevant documents that are provided and become familiar
with procedures and responsibilities that are relevant locally. If a student does not receive an
induction on these matters they should consider it their responsibility to request it from clinical
supervisors at the placement centre.
In addition to general Health and Safety arrangements, some clinical settings may have
specific arrangements related to the type of client group. For example, there may be a visual
fire alarm system and special evacuation arrangements in a hospital based audiology
department or school for deaf children. In other situations, there may be special arrangements
for staff and students working with clients with challenging behaviour. Students should ensure
that they are familiar both with general Health and Safety arrangements and with those for the
particular circumstances of their clinical setting. If a student has any doubt about the local
arrangements they should ask for clarification from their clinical supervisor(s) or mentor.
UCL regards the Health and Safety of students as of utmost importance. If at any stage a
student has concerns about Health and Safety, for themselves or another person, they should
initially raise the issue with their clinical supervisor(s). If these concerns are not resolved,
students should discuss them with another member of staff or the clinical placements
coordinator at UCL, to ensure that appropriate steps are taken.
The Clinical Placements Team at UCL and all clinical supervisors work very hard to ensure
that students have the best possible learning experience while on placement. It is very rare for
students to find themselves in a difficult situation. However, if students do find themselves in a
situation where they perceive that their safety is at immediate risk, they should leave the
situation and/or summon help instantly.
Any Health and Safety risk or incident on placement must be reported locally, using local
policies and procedures, and brought to the attention of the Clinical Placements Coordinator at
UCL. Health and Safety arrangements aim to prevent such problems, but should an incident
occur, it is very important that students discuss it both locally and at college so that
appropriate arrangements can be made to support them and prevent any future risk to Health
and Safety.
Equipment
Students must ensure that they receive instructions on how to use unfamiliar equipment.
Equipment should only be used according to the manufacturer’s instructions and operated with
the designed safeguards in place. Students must also know the procedures for reporting faulty
equipment.
Electrical equipment should be maintained so that it is safe to use. Flexes, including extension
cables, should be intact with no exposed inner wires or insulation. Cables should be clamped
at both ends and the casing fully intact. Students must report on equipment that shows visible
damage, or overheating electrical equipment, plugs, switches, etc. Certain equipment is more
likely to suffer wear and tear and thus be hazardous. Examples of this include equipment that
is plugged, unplugged and moved frequently, grasped in the hand when used, and equipment
used in harsh environments and/or prone to vibration. This category includes familiar domestic
items such as kettles – which have caused electrocution.
Manual Handling
All manual-handling tasks must be assessed for risk. Loads to be carried must be matched to
physical ability. If there is a risk of injury from manual handling, necessary controls must be
implemented, e.g. training, dividing the load, use of handling aids. If special, equipment is
provided to reduce risk of personal injury, e.g. trolleys, portable ramps it should be used by
students.
The effects of repeated back strain tend to accumulate over time and it is important that
students develop and maintain good habits when lifting and carrying. Students should only
attempt to lift within their capacity and should not be afraid to ask for help with a load. They
should lift with a straight back by straightening the knees, never by straightening the back.
Students should organize their working area to minimize awkward bending and twisting
movements, which could place unnecessary strain on the back and cause fatigue.
Work outside normal hours

Students should not work outside the normal working hours of the department because such
work may carry additional risks for several reasons. For example there may not be anyone to
ask for help if required, and in some instances escape routes available during normal
occupancy may be secured. Consequently students should not work outside normal hours
without specific authorization from the placement supervisors, and adequate supervision
should always be available in that an experienced person should be present or at least within
calling distance.
Induction Programme for Students

Students should ensure that they attend an induction programme at the start of their clinical
placements. Students should make use of the following student placement checklist to ensure
that the induction they receive is both comprehensive and thorough.
Illness and Absence from Clinical Placements

In the event of illness and absence the student will be required to inform their clinical
supervisor/mentor preferably in advance of the time the clinic is due to commence. If there is a
departmental policy and procedure for reporting sickness this will need to be adhered to
followed. Students will also be required to inform the clinical placements co-ordinator based at
the School of Audiology, UCL of their intended absence.
The University and the Health Profession Council expect the student’s attendance record to be
at least 95%. If a student’s attendance falls short of this recommendation they will not be able
to enter the practical examinations. Passing these exams is essential for the successful
completion of the CCC. Extenuating circumstances will be taken into consideration. In the
case of long term illness a medical certificate will be required from the student’s doctor. If a
student is ill for any length of time and thinks that this may adversely affect their performance
in examinations (even if the illness is not during the examination period) they must inform the
CCC Coordinator at UCL, and provide a medical certificate or supporting letter. Such
information can then be made available to the Sub Board of Examiners at UCL. Students
should also let the Clinical Placement Coordinator know if there are any other circumstances
or personal problems, which the Board should take into account, and provide documentary
evidence attesting to these circumstances. Confidentiality will be maintained as far as
possible.
Students with Medical Problems or Disabilities
The School of Audiology, and UCL will do all that is possible to facilitate progress through the
degree by students who have special medical requirements or disabilities. These students
must make their needs known to the Clinical Placement Team at the start of the clinical
training.
Student Placement Checklist
The induction process should occur within the first week of clinical placement
Student Name
Hospital
Department, University Ear Institute, UCL
Local Induction Procedure Date Signature of Mentor

Attendance of Local Hospital Induction programme
Fire / Evacuation Procedure.
Identification badge check.
Local health and safety requirements.
Awareness of products in department/work area that

are*COSHH regulated.
Incident reporting procedure.
Dress code and personal hygiene expectations whilst

on placement.
Hospital policies relating to smoking, alcohol
consumption and drug use whilst on hospital premises.
Familiarity with departmental equipment procedures
Staff amenities
Health Checks
Criminal Records Bureau Checks
Other - specify [1]
Other [2] – specify
*COSHH: Control of Substances Hazardous to Health

Dealing with concerns whilst on Clinical Placements
This document outlines what action should be taken when any concerns arise about a
student’s learning on placement, and who should be consulted. If a student has concerns at
any stage they are advised to raise them with their personal tutor, clinical tutor or the clinical
placement coordinator at UCL.
Concern identified by student and/or clinician and/or

clinical supervisor
Initial discussion to resolve concern:

(facilitated by clinical supervisor if appropriate)
• Between student and clinician,

• or student and clinical supervisor,
• or student and clinician and clinical supervisor at visit
to placement site.
If concerns are not resolved…
Nature of problem?
Problem with student’s learning Problem with placement learning

or progress opportunities/supervision
Meeting arranged for student with clinical Referred to Clinical Placements Team
supervisor &/or mentor at UCL
Further meeting, if necessary, arranged with

clinical supervisor /clinical placements
coordinator &/ or clinical tutor
Plan of action agreed and put in writing
Clinical supervisor and student review plan

as recommended
Working with children, young people and vulnerable adults –
Guidelines for Good Practice
University Good Practice Guidelines for Audiology Students and staff
At UCL we support good practice and seek to ensure that audiology students and staff take
seriously their responsibility to protect and safeguard the welfare of children, young people
and vulnerable adults with whom they are in contact. Student audiologists need to be aware of
and work within local and Trust Child Protection Guidelines.
Everyone working with children, young people and adults is asked to:
• Treat all people with respect and dignity, reflecting their age, background, culture and
special needs;
• Develop ways of co-operative working with a child, using positive reinforcement;
• Encourage children, young people and adults to feel secure and trusting enough to
point out attitudes or behaviour with which they do not feel comfortable;
• Provide opportunities for children, young people and adults to communicate about any
concerns they may have;
• Ensure parents always know where their child is;
• Not permit abusive peer behaviour, e.g. bullying;
• Not do any of the following:
- touch a child intrusively or inappropriately;
- invade the privacy or dignity of children;
- engage in rough, physical or sexually provocative games;
- ridicule or reject or make a scapegoat of a child;
- make sexually provocative comments about or to a young person, even in ‘fun’;
- intimidate, undermine or physically punish a child.
• If a student is concerned in any way about a child or an adult, or about another

adult’s behaviour, they should speak without delay to their clinical supervisor.
As someone whom a child or young person may develop trust in, a child may tell a student about
situations in which they have felt uncomfortable. Students will need to be able to respond
appropriately and should therefore refer to guidance on the following page.
HOW TO RESPOND TO A CHILD WANTING
TO TALK ABOUT ABUSE
It is not easy to give precise guidance, but the following information may prove helpful:
GENERAL POINTS
• Show acceptance of what the child says (however unlikely the story may sound)
• Keep calm
• Look at the child directly
• Be honest
• Tell the child you will need to let someone else know – don’t promise confidentiality
• Even when a child has broken a rule, they are not to blame for the abuse
• Be aware that the child may have been threatened or bribed not to tell
• Never push for information. If the child decides not to tell you after all, then accept that and
let them know that you are always ready to listen.
HELPFUL THINGS YOU MAY SAY OR SHOW

• I believe you (or showing acceptance of what the child says)
• Thank you for telling me
• It’s not your fault
• I will help you
DON’T SAY
• Why didn’t you tell anyone before?
• I can’t believe it!
• Are you sure this is true?
• Why? How? When? Who? Where?
• Never make false promises
• Never make statements such as “I am shocked, don’t tell anyone else”
CONCLUDING- You Must:

• Reassure the child that they were right to tell you and show acceptance
• Inform your clinical supervisor immediately, so that Trust Policy can be followed. If
he/she is not available a senior Trust manager or Head of Services must be informed
of the situation.
• Let the child know what you are going to do next and that you will let them know what
happens.
• Your clinical supervisor, or other senior colleague, may need to consider referring to Social
Services or the Police to prevent a child or young person returning home if they consider
them to be seriously at risk of further abuse.
• Let your UCL clinical tutor know of the situation as soon as possible
• Make notes as soon as possible (preferably within one hour of the child talking to
you), writing down exactly what the child said and when s/he said it, what you said
in reply and what was happening immediately beforehand (e.g. a description of the
activity). Record dates and times of these events and when you made the record.
Keep all hand written notes, even if subsequently typed. Such records should be
kept safely for an indefinite period.
• Consider your own feelings and seek support if needed.
Frequently Asked Questions
Students will inevitably have many queries that will need to be addressed prior to and during
their clinical placements. All students are encouraged to contact the Clinical Placements Team
at the School of Audiology if they do have questions that cannot be answered directly by this
handbook. This list of frequently asked questions is intended to act as a guide to students on
clinical placements; although it is not exhaustive it should begin to answer some of the
questions students may have.
Practical Arrangements for Placements
My clinical supervisor has a new job and is leaving at the end of the month. I am part
of the way through my placement, how am I supposed to finish it now?
Once a service has taken on a student, they have agreed to be responsible for the continuity
of the student’s learning whilst on placement. As soon as a student becomes aware of any
impending staff changes they should ask the clinician what arrangements will be made for
them, and notify the clinical placements co-ordinator at the School of Audiology, UCL. It may
be that the clinician will make arrangements for the student to be placed with a colleague in
the same placement site. In some instances it may be appropriate to place that student in a
different audiology department(s) to guarantee the quality of the training experience.
Working with Others on Placement

How can I make sure I get on with my clinical supervisor?
Students should always:
• find out exactly what is expected of them at the start of the placement;
• be reliable and helpful;
• ask for and accept feedback;
• demonstrate an interest in the work;
• show appreciation for support they are given.
What happens if I make a mistake with a patient?

Clinical supervisors will take responsibility for delegating work that they feel the student
audiologist is capable of doing. Students will be expected to make some mistakes. Receiving
feedback and considering how future work can be improved is an important part of the learning
process.
Student Notes
0
UCL Ear Institute

Royal National Throat Nose & Ear Hospital
330 – 336 Grays Inn Road
London WC1X 8EE
Web Site: www.ucl.ac.uk/audiological-science/
Email: [email protected]
Tel: 020 7915 1524

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What are the aims and objectives of the MSc Audiological Science program?

What are the aims and objectives of the MSc Audiological Science program?

What modules are covered in the MSc Audiological Science program?

What modules are covered in the MSc Audiological Science program?

0

UCL EAR INSTITUTE

MSc / Postgraduate Diploma in

Section 2 – The Audiological Science Programme 16

Section 3 – Academic and Administrative Support 59

Section 5 – Guidelines on Coursework 64

Section 6 – Communication and Consultation 70

Section 7 – Student Resources 74

Appendix I – Staff Contract Details 76

Short ENT and Audiology Courses are also provided.

An active PhD research programme is in place with some interdepartmental appointments.

This Centre houses several state-of-the-art laboratories dedicated to hearing research

• Training in specialised research methods relating to the subject of interest.

• Preparation of a course database to facilitate co-ordination of course teaching to avoid

• Implementation of a Code of Practice for research degrees including a set of defined

• Rationalisation of Information flow on scholarships, grants and career opportunities.

For additional information on the Graduate School Programme please see:

Dr Ghada Al-Malky MBCHB, M.Aud, Clinical Scientist, Lecturer in Audiology

Professor David Kemp, BSc, PhD, is the Professor of Auditory Biophysics.

Torsten Marquardt Dipl.Ing., Lecturer in Auditory Biophysics.

Minal Shah MSc Course Administrator

Dr Roshini Alles, MS, FRCS, FRCSE, MSc Dr Martin Bellman

Dr Deirdre Lucas, MB BS, MRCP, DRCOG Dr Katherine Harrop-Griffiths, MB BS,

Robert Hood Malanka Devronik

Cochlear Implant Team

Ms Wanda Aleksy Jane Bradley

Mr. Alex Stagg & Mr Domenic Stiles

Post Graduate Diploma

MSc in Audiology / Audiological Science

Below you will find some useful web page addresses:

0Paediatric Hearing Assessment

SECTION 2 – THE MSc AUDIOLOGICAL

Module 1 Auditory Biophysics and Electroacoustics

Module 2 Anatomy and Physiology of the Audio-vestibular system

Module 3 Diagnostic Audiology

Module 4 Auditory Rehabilitation

Module 6 Paediatric Audiology

Module 7 Clinical and Professional Practice & Research Methods

MSc Audiological Science

Module 8 Research Project

FIRST & SECOND TERM Credits

Module 1 (AUDLGS08) Auditory Biophysics and Electroacoustics 15

Module 2 (AUDGS02) Anatomy and Physiology of the Audio-vestibular system 15

Module 3 (AUDGS03) Diagnostic Audiology 15

Module 4 (AUDGS04) Auditory Rehabilitation 15

Module 5 (AUDGS05) Balance 15

Module 6 (AUDGS06) Paediatric Audiology 15

Module 7 (AUDGS07) Clinical and Professional Practice & Research Methods 30

THIRD TERM (Preparation in First & Second)

Module 8 Research Project 60

FIRST & SECOND TERM Credits

Module 1 (AUDLGS08) Auditory Biophysics and Electroacoustics 15

Module 2 (AUDGS02) Anatomy and Physiology of the Audio-vestibular system 15

Module 3 (AUDGS03) Diagnostic Audiology 15

Module 4 (AUDGS04) Auditory Rehabilitation 15

Module 5 (AUDGS05) Balance 15