1) The document analyzes variations in postgraduate audiology programs across several countries with a focus on how much coursework is dedicated to hearing aid studies and auditory rehabilitation. 2) On average, only 11% of coursework specifically covered hearing aid topics, with the highest average in New Zealand and the lowest in the US, where one program had only 2.3% on hearing aids while another had 29.3%. 3) The document recommends audiology programs increase their focus on hearing aid technologies and skills for auditory rehabilitation to better prepare students for practice.

1. Education of audiologists to
maximize hearing aid
outcomes
First presented as a poster at IHCON 2014
Elaine Saunders 1 Sarah Bellhouse 1
Peter J Blamey 1,2,3,4
1 Blamey and Saunders Hearing Pty Ltd, www.blameysaunders.com.au
2 Bionics Institute, www.bionicsinstitute.org
3 Department of Audiology and Speech Pathology, The University of Melbourne,
www.medoto.unimelb.edu.au
4 Department of Medical Bionics, The University of Melbourne, 384-388 Albert
Street, East Melbourne, Victoria 3002, Australia

2. Abstract:
Aims:
The goal was evaluation of existing variations in postgraduate
audiology courses, with a particular focus on hearing aid studies and
the combination of this topic with auditory rehabilitation. This research
also aimed to evaluate the usefulness of the website based
information, as available to prospective audiology students wishing to
make an informed decision about university curricula.

3. Introduction
Hearing aids are the major tool available for rehabilitating people with
mild to severe hearing loss. The outcomes achieved depend on many
factors, including the severity of hearing loss, the quality of the
hearing aid’s sound processing, the adjustment of the hearing aid
parameters to the needs and preferences of the user, previous
hearing aid experience and user’s attitude.
In addition, it is obvious that hearing aids can have no effect if they
are not used, as is the case with about 75% of people who would
benefit, in developed countries such as Australia and the USA.
Evidence supports that many hearing aids in 2014 give improved
benefits compared with hearing aids in 2004 [1]. Whilst there is a
need for counselling with some clients, this is not true for the majority
of people with mild to moderate loss [2]. There is a need for
audiologists to evaluate recent developments in hearing aid
technologies, pre-fitting and post fitting measures, and rehabilitative
techniques.

4. Methods (1)
University and course selection:
Data were collected from universities offering postgraduate (Master’s
degree and Professional Doctor of Audiology) courses delivered in
English in Australia, Canada, New Zealand (NZ), the United Kingdom
(UK) and the United States of America (USA).
Course fees:
All course fee information is displayed in USA dollars (currency
converted May 2014) and is taken for the 2013-2014 study period.
Course fees are listed at domestic student costs, include student fees
where possible, and exclude residential costs. Course fees listed are
approximations and may vary depending on an individual’s education
history and the electives selected.

5. Methods (2)
Advertised course features:
Where available, advertised course features were recorded from
course curricula webpages.
Time spent on hearing aid related studies:
Modules/units of study listed on curriculum webpages were examined
to determine the overall percentage of time dedicated to the study of
hearing aids in each course. Where units contained some information
about hearing aids, the entire unit value was included in the
percentage calculation. The minimum, mean and maximum total
percentage of coursework dedicated to hearing aid related studies
was then calculated for each of the five surveyed countries.

6. Method (3)
Hearing aid units including content on auditory
rehabilitation:
Where available, hearing aid related module/unit
descriptions on curricula webpages were examined to
determine the advertised content of these units of study.
Each module/unit was then recorded as either including
content on auditory rehabilitation or as purely focusing on
hearing aid technologies. The overall percentage of
hearing aid related units that did or did not contain
information on auditory rehabilitation was then calculated
for each of the five surveyed countries.

7. Results: Course Duration
2
2.7
2
1.2
3.9
0
1
2
3
4
5
Australia Canada New
Zealand
UK USA
Years
Average post graduate audiology course duration
(years) per country

8. Results: Range of Fees
0
25
50
75
100
125
150
Australia Canada New
Zealand
UK USA
USDollars
Thousands
Post graduate audiology course cost range per
country in USD

9. Results (3)
Of the surveyed curricula webpages containing advertised course
features, 37% listed clinical practice as the main focus of the course.
The second most highly advertised course feature was research
(21%), followed by a broad curriculum (15%). No course advertised a
focus on hearing aid studies as a feature of the curriculum

10. Results: Advertised Course Features

11. Results (4)
On average 11% of coursework was specifically designated to hearing
aid related studies across all universities surveyed. Universities in NZ
displayed the highest average hearing aid specific coursework,
followed in decreasing percentage order by the UK, Australia,
Canada and the USA
Within most of the surveyed countries there was considerable
variation in the amount of total coursework dedicated to hearing aid
specific studies between individual universities. The greatest variation
was found in universities in the USA where hearing aid specific
coursework varied from 2.3% of total coursework at one university to
29.3% of total coursework at another university.

12. Results (3) Coursework
The minimum, mean and maximum percentage of total post
graduate of audiology coursework, specifically relating to the
study of hearing aids in universities in Australia, Canada, New
Zealand, the United Kingdom and the United States of America.
0%
5%
10%
15%
20%
25%
30%
35%
Percentageofhearingaid
relatedcoursework
Percentage of coursework specifically relating to
hearing aids
Minimun
Mean
Maximum

13. Results (4)
Each of the five surveyed countries showed variation in the content of
hearing aid related units. While the focus of some units was entirely on
hearing aid technology, maintenance and use, other units included
rehabilitative information, primarily that of auditory rehabilitation. Of
the hearing aid related units advertised on website curricula, Canada
and the USA showed the highest percentage of units dedicated
entirely to the study of hearing aids.
In Australia and NZ the majority of hearing aid related units also
include information about auditory rehabilitation, and in the UK 100%
of hearing aid related units included information on auditory
rehabilitation

14. 27.2
83.3
33.3
0
82.6
72.7
16.6
66.6
100
17.3
AUSTRALIA CANADA NEW ZEALAND UK USA
Percentage of hearing aid related units including
content on auditory rehabilitation
Hearing aids only Auditory rehabilitation/hearing aids

15. Discussion (1):
The results indicate that there are considerable inconsistencies
in many aspects of post graduate audiology training between
the five counties surveyed and between individual universities
within each of these countries. For students choosing a
university to attend there are many factors worthy of their
consideration, including the coursework covered, course cost,
the length of the course and the relevance of their final
qualification in the workplace. The variation seen in both course
duration and cost would presumably make it difficult for
students to make qualitative comparisons between the courses
offered. This is especially confusing given that the outcome of all
these courses (combined with national accreditation
requirements) allow students to practice as audiologists

16. Discussion (2)
Where available, students may in part base their university selection
upon the advertised features of a course. The most highly advertised
course feature was clinical practice , however in all of the five countries
surveyed, clinical practice was either a mandatory part of the coursework
or was required to be completed after graduation if the student wished to
acquire national accreditation. With such structures in place to ensure
the compulsory completion of clinic placement, the advertisement of this
aspect of study as a ‘feature’ seems redundant. It would seem more
advantageous for universities to distinguish themselves by advertising a
non-compulsory but highly desirable course feature such as a focus on
hearing aid technologies, with a specified goal of understanding
emerging technologies

17. Discussion (3)
This study highlighted the fact that on average a low percentage of
coursework is dedicated to hearing aid specific study (Figure 4). Data
suggest that most audiologists spend part of their time fitting hearing
aids [2] and it would therefore seem beneficial for students to graduate
from university with both a sound understanding of current hearing aid
technologies and the skills and aptitude required to embrace emergent
technologies as they arise.
Research for this study also highlighted a lack of readily available
online information on university curricula. Many universities listed units
by name but gave no further description of the unit content and a small
percentage of universities surveyed had no online information available
on course content. This lack of transparency on course content would
make it difficult for prospective students to identify where the focus of
their study would be.

18. Conclusion and Recommendations
The data suggest that most audiologists spend part of their
time fitting hearing aids but hearing aid studies make up a relatively
small component of most post graduate audiology courses. This is
confusing for a prospective student interested in hearing aid
technologies or in auditory rehabilitation, from the psychosocial and
counselling perspective.
The authors recommend that course curricula have a greater
focus on hearing aid technologies, with a specified goal of
understanding emerging technologies, and that curricula specify
clearly the skills required for auditory rehabilitation, including effective
hearing aid fitting to meet the individual needs of hearing aid users.
It is also recommended that universities improve the curriculum
information available on their websites. Doing so would both allow
students to identify the university most suited to their interests and
promote any universities that are taking the lead in providing high
quality post graduate audiology education.

19. References
1. Kochkin, S. (2010). MarkeTrak VIII: Consumer satisfaction with hearing aids is
slowly increasing. The Hearing Journal, 63(1), 19-20.
2. Hearing The Need: Audiology and Primary Health Care Reform, Audiology Australia
November 2010