Students
CAUD806 – Objective Assessment Strategies
2018 – S2 Day
General Information
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| Unit convenor and teaching staff |
Unit convenor and teaching staff
Mridula Sharma
Margaret Wood
Lecturer
Yee-Foong Stone
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|---|---|
| Credit points |
Credit points
4
|
| Prerequisites |
Prerequisites
CAUD802 and CAUD803 and CAUD819
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| Corequisites |
Corequisites
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| Co-badged status |
Co-badged status
|
| Unit description |
Unit description
This unit aims to develop skills in using objective audiological assessment for the diagnosis of hearing thresholds or site-of-lesion testing. The content of this unit includes a discussion of otoacoustic emissions and how to assess these, vestibular physiology, pathophysiology and balance testing, the origin of acoustically evoked potentials of the auditory pathway and their assessment including electrocochleography, auditory brainstem responses and middle latency potentials.
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Important Academic Dates
Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
Learning Outcomes
On successful completion of this unit, you will be able to:
- analyse, evaluate and integrate the test battery used in difficult-to-test cases and for site-of-lesion assessment
- Competently apply and integrate the theoretical basis to clinical skills of a range of objective assessment strategies including; otoacoustic emissions, electrocochleography, auditory brainstem responses and middle latency responses (auditory steady state response)
- integrate knowledge of vestibular physiology, pathophysiology and its relevance to the vestibular function assessment of clients
- critically evaluate the benefits and limitations of assessments of auditory brainstem, as well as, vestibular function (such as Vestibular Evoked Myogenic Potentials (VEMPs) and Electronystagmography).
Assessment Tasks
| Name | Weighting | Hurdle | Due |
|---|---|---|---|
| Quiz | 15% | Yes | 6th Sept, 2018 |
| Quiz | 15% | Yes | 20th Sept, 2018 |
| Case Based Essay | 30% | Yes | 15th Oct, 2018 |
| Exam | 40% | Yes | Examination period |
Quiz
Due: 6th Sept, 2018
Weighting: 15%
This is a hurdle assessment task (see assessment policy for more information on hurdle assessment tasks)
The class test will aim to assess your knowledge of objective assessments relating to OAE, Electrocochleography and ABR. These will largely focus on the equipment set-up, stimulus, anatomy & physiology and acquisition parameters and your ability to apply your knowledge to a case study. All knowledge assessed will be material taught in lectures or in practica.
Duration: 1.0 hour
Due Date: Thursday 6th Sept, 2:00pm
On successful completion you will be able to:
- analyse, evaluate and integrate the test battery used in difficult-to-test cases and for site-of-lesion assessment
- Competently apply and integrate the theoretical basis to clinical skills of a range of objective assessment strategies including; otoacoustic emissions, electrocochleography, auditory brainstem responses and middle latency responses (auditory steady state response)
- critically evaluate the benefits and limitations of assessments of auditory brainstem, as well as, vestibular function (such as Vestibular Evoked Myogenic Potentials (VEMPs) and Electronystagmography).
Quiz
Due: 20th Sept, 2018
Weighting: 15%
This is a hurdle assessment task (see assessment policy for more information on hurdle assessment tasks)
The 2nd class test will aim to assess your knowledge of objective assessments relating to Vestibular responses and Middle Latency Responses including Auditory steady state response. These will largely focus on the equipment set-up, stimulus and acquisition parameters and your ability to apply your knowledge to a case study. All knowledge assessed will be material taught in lectures or in practica.
Time: 1 hr
Due date: 20th Sept 10-11:30
On successful completion you will be able to:
- analyse, evaluate and integrate the test battery used in difficult-to-test cases and for site-of-lesion assessment
- Competently apply and integrate the theoretical basis to clinical skills of a range of objective assessment strategies including; otoacoustic emissions, electrocochleography, auditory brainstem responses and middle latency responses (auditory steady state response)
- integrate knowledge of vestibular physiology, pathophysiology and its relevance to the vestibular function assessment of clients
- critically evaluate the benefits and limitations of assessments of auditory brainstem, as well as, vestibular function (such as Vestibular Evoked Myogenic Potentials (VEMPs) and Electronystagmography).
Case Based Essay
Due: 15th Oct, 2018
Weighting: 30%
This is a hurdle assessment task (see assessment policy for more information on hurdle assessment tasks)
You will be presented with various clinical cases (check ilearn). Each will show case history information, audiometric results and auditory evoked potential results. You will be asked to write brief notes on each test and integration of the results cases. The aim is for you to develop your clinical integration skills in this area of audiology.
Format: 2000 words (not including the reference list)
Due date: Monday 15th Oct, 5:00pm
References:
(use any one for ABR, OAEs and Vestibular- multiple choices given to allow for availability)
Bess, F. H., & Humes, L. E. (2003). Audiology: the fundamentals (3rd ed.). Philadelphia: Lippincott Williams & Wilkins.
Brandy, W. T. (2002). Speech Audiometry. In J. Katz (Ed.), Handbook of Clinical Audiology (5th ed.). Baltimore, Philadelphia: Lippincott Williams & Wilkins
Brunt, M. A. (2002). Cochlear and Retrocochlear Behavioural Tests. In J. Katz (Ed.), Handbook of Clinical Audiology (5th ed.). Baltimore, Philadelphia: Lippincott Williams & Wilkins
Burkard, R. F., Eggermont, J. J., & Don, M. (Eds.). (2007). Auditory Evoked Potentials: Basic principles and clinical application. Philadelphia Lippincott Williams & Wilkins
Don, M., & Kwong, B. (2002). Auditory Brainstem Response: Differential Diagnosis. In J. Katz (Ed.), Handbook of Clinical Audiology (5th ed.). Baltimore, Philadelphia: Lippincott Williams & Wilkins.
Glattke, T. J., & Robinette, M. S. (2002). Transient Evoked Otoacoustic Emissions. In T. J. Glattke & M. S. Robinette (Eds.), Otoacoustic Emissions: clinical applications (2nd ed.). New York: Thieme.
Hall, J. W. I. (1992). Handbook of Auditory Evoked Responses Boston: Allyn and Bacon.
Hall, J. W. I. (2000). Handbook of Otoacoustic Emissions. New York: Thomson Delmar Learning.
Hall, J. W. I. (2007). New Handbook of Auditory Evoked Responses. Boston: Pearson Education, Inc.
Hood, L. J. (1998). Clinical Applications of the Auditory Brainstem Response. San Diego: Singular Pub. Group.
Musiek, F. E., Gollegly, K. M., Kibbe, K. S., & Verkest, S. B. (1988). Current concepts on the use of ABR and auditory psychophysical tests in the evaluation of brain stem lesions. The American Journal of Otology, 9(Supplement ), 25-35.
Musiek, F. E., & Lee, W. W. (1995). The Auditory Brainstem Response in Patients with Brain Stem or Cochlear Pathology. Ear & Hearing, 16, 631-636.
Prieve, B. A., & Fitzgerald, T. S. (2002). Otoacoustic Emissions. In J. Katz (Ed.), Handbook of Clinical Audiology (5th ed.). Baltimore, Philadelphia: Lippincott Williams & Wilkins.
Robinette, M. S., & Cevette, M. J. (2002). Case History, Integrating Audiometric Results, and Clinical Decision Analysis. In J. Katz (Ed.), Handbook of Clinical Audiology (5th ed.). Baltimore, Philadelphia: Lippincott Williams & Wilkins
Roeser, R. J., Valente, M., & Hosford-Dunn, H. (Eds.). (2000). Audiology: diagnosis. New York: Thieme.
Shepard, N. T. (2002). Evaluation and Management of Balance System Disorders. In J. Katz (Ed.), Handbook of Clinical Audiology (5th ed.). Baltimore, Philadelphia: Lippincott Williams & Wilkins.
On successful completion you will be able to:
- analyse, evaluate and integrate the test battery used in difficult-to-test cases and for site-of-lesion assessment
- Competently apply and integrate the theoretical basis to clinical skills of a range of objective assessment strategies including; otoacoustic emissions, electrocochleography, auditory brainstem responses and middle latency responses (auditory steady state response)
- integrate knowledge of vestibular physiology, pathophysiology and its relevance to the vestibular function assessment of clients
- critically evaluate the benefits and limitations of assessments of auditory brainstem, as well as, vestibular function (such as Vestibular Evoked Myogenic Potentials (VEMPs) and Electronystagmography).
Exam
Due: Examination period
Weighting: 40%
This is a hurdle assessment task (see assessment policy for more information on hurdle assessment tasks)
The examination will be case-based and/or short answers on various topics taught in this unit
On successful completion you will be able to:
- analyse, evaluate and integrate the test battery used in difficult-to-test cases and for site-of-lesion assessment
- Competently apply and integrate the theoretical basis to clinical skills of a range of objective assessment strategies including; otoacoustic emissions, electrocochleography, auditory brainstem responses and middle latency responses (auditory steady state response)
- integrate knowledge of vestibular physiology, pathophysiology and its relevance to the vestibular function assessment of clients
- critically evaluate the benefits and limitations of assessments of auditory brainstem, as well as, vestibular function (such as Vestibular Evoked Myogenic Potentials (VEMPs) and Electronystagmography).
Delivery and Resources
The unit will be presented in a blended format with online lectures and consolidation exercises in the class on thursdays (please see timetable for details)
Policies and Procedures
Macquarie University policies and procedures are accessible from Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central). Students should be aware of the following policies in particular with regard to Learning and Teaching:
- Academic Appeals Policy
- Academic Integrity Policy
- Academic Progression Policy
- Assessment Policy
- Fitness to Practice Procedure
- Grade Appeal Policy
- Complaint Management Procedure for Students and Members of the Public
- Special Consideration Policy (Note: The Special Consideration Policy is effective from 4 December 2017 and replaces the Disruption to Studies Policy.)
Undergraduate students seeking more policy resources can visit the Student Policy Gateway (https://students.mq.edu.au/support/study/student-policy-gateway). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.
If you would like to see all the policies relevant to Learning and Teaching visit Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central).
Student Code of Conduct
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/study/getting-started/student-conduct
Results
Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.
Student Support
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Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Student Services and Support
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
Student Enquiries
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IT Help
For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/.
When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.
Graduate Capabilities
PG - Capable of Professional and Personal Judgment and Initiative
Our postgraduates will demonstrate a high standard of discernment and common sense in their professional and personal judgment. They will have the ability to make informed choices and decisions that reflect both the nature of their professional work and their personal perspectives.
This graduate capability is supported by:
Learning outcomes
- analyse, evaluate and integrate the test battery used in difficult-to-test cases and for site-of-lesion assessment
- Competently apply and integrate the theoretical basis to clinical skills of a range of objective assessment strategies including; otoacoustic emissions, electrocochleography, auditory brainstem responses and middle latency responses (auditory steady state response)
- integrate knowledge of vestibular physiology, pathophysiology and its relevance to the vestibular function assessment of clients
- critically evaluate the benefits and limitations of assessments of auditory brainstem, as well as, vestibular function (such as Vestibular Evoked Myogenic Potentials (VEMPs) and Electronystagmography).
Assessment tasks
- Quiz
- Case Based Essay
- Exam
PG - Discipline Knowledge and Skills
Our postgraduates will be able to demonstrate a significantly enhanced depth and breadth of knowledge, scholarly understanding, and specific subject content knowledge in their chosen fields.
This graduate capability is supported by:
Learning outcomes
- analyse, evaluate and integrate the test battery used in difficult-to-test cases and for site-of-lesion assessment
- Competently apply and integrate the theoretical basis to clinical skills of a range of objective assessment strategies including; otoacoustic emissions, electrocochleography, auditory brainstem responses and middle latency responses (auditory steady state response)
- integrate knowledge of vestibular physiology, pathophysiology and its relevance to the vestibular function assessment of clients
- critically evaluate the benefits and limitations of assessments of auditory brainstem, as well as, vestibular function (such as Vestibular Evoked Myogenic Potentials (VEMPs) and Electronystagmography).
Assessment tasks
- Quiz
- Quiz
- Case Based Essay
- Exam
PG - Critical, Analytical and Integrative Thinking
Our postgraduates will be capable of utilising and reflecting on prior knowledge and experience, of applying higher level critical thinking skills, and of integrating and synthesising learning and knowledge from a range of sources and environments. A characteristic of this form of thinking is the generation of new, professionally oriented knowledge through personal or group-based critique of practice and theory.
This graduate capability is supported by:
Learning outcomes
- analyse, evaluate and integrate the test battery used in difficult-to-test cases and for site-of-lesion assessment
- Competently apply and integrate the theoretical basis to clinical skills of a range of objective assessment strategies including; otoacoustic emissions, electrocochleography, auditory brainstem responses and middle latency responses (auditory steady state response)
- integrate knowledge of vestibular physiology, pathophysiology and its relevance to the vestibular function assessment of clients
- critically evaluate the benefits and limitations of assessments of auditory brainstem, as well as, vestibular function (such as Vestibular Evoked Myogenic Potentials (VEMPs) and Electronystagmography).
Assessment tasks
- Quiz
- Quiz
- Case Based Essay
- Exam
PG - Research and Problem Solving Capability
Our postgraduates will be capable of systematic enquiry; able to use research skills to create new knowledge that can be applied to real world issues, or contribute to a field of study or practice to enhance society. They will be capable of creative questioning, problem finding and problem solving.
This graduate capability is supported by:
Learning outcomes
- analyse, evaluate and integrate the test battery used in difficult-to-test cases and for site-of-lesion assessment
- Competently apply and integrate the theoretical basis to clinical skills of a range of objective assessment strategies including; otoacoustic emissions, electrocochleography, auditory brainstem responses and middle latency responses (auditory steady state response)
- integrate knowledge of vestibular physiology, pathophysiology and its relevance to the vestibular function assessment of clients
- critically evaluate the benefits and limitations of assessments of auditory brainstem, as well as, vestibular function (such as Vestibular Evoked Myogenic Potentials (VEMPs) and Electronystagmography).
Assessment tasks
- Quiz
- Quiz
- Case Based Essay
- Exam
PG - Effective Communication
Our postgraduates will be able to communicate effectively and convey their views to different social, cultural, and professional audiences. They will be able to use a variety of technologically supported media to communicate with empathy using a range of written, spoken or visual formats.
This graduate capability is supported by:
Learning outcomes
- analyse, evaluate and integrate the test battery used in difficult-to-test cases and for site-of-lesion assessment
- Competently apply and integrate the theoretical basis to clinical skills of a range of objective assessment strategies including; otoacoustic emissions, electrocochleography, auditory brainstem responses and middle latency responses (auditory steady state response)
- integrate knowledge of vestibular physiology, pathophysiology and its relevance to the vestibular function assessment of clients
- critically evaluate the benefits and limitations of assessments of auditory brainstem, as well as, vestibular function (such as Vestibular Evoked Myogenic Potentials (VEMPs) and Electronystagmography).
Assessment tasks
- Quiz
- Quiz
- Case Based Essay
- Exam
PG - Engaged and Responsible, Active and Ethical Citizens
Our postgraduates will be ethically aware and capable of confident transformative action in relation to their professional responsibilities and the wider community. They will have a sense of connectedness with others and country and have a sense of mutual obligation. They will be able to appreciate the impact of their professional roles for social justice and inclusion related to national and global issues
This graduate capability is supported by:
Learning outcomes
- integrate knowledge of vestibular physiology, pathophysiology and its relevance to the vestibular function assessment of clients
- critically evaluate the benefits and limitations of assessments of auditory brainstem, as well as, vestibular function (such as Vestibular Evoked Myogenic Potentials (VEMPs) and Electronystagmography).
Assessment tasks
- Case Based Essay
- Exam
Changes since First Published
| Date | Description |
|---|---|
| 24/08/2018 | Added Ms Yee-Foong Stone |