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SPHL2212 – Introduction to Audiology

2020 – Session 1, Weekday attendance, North Ryde

General Information

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Unit convenor and teaching staff Unit convenor and teaching staff
Lindsey Van Yper
lindsey.vanyper@mq.edu.au
Rebecca Kim
rebecca.kim@mq.edu.au
Margaret Wood
margaret.wood@mq.edu.au
Credit points Credit points
10
Prerequisites Prerequisites
10cp in LING or SPHL at 1000 level or above
Corequisites Corequisites
Co-badged status Co-badged status
Unit description Unit description
This unit aims to provide an introduction to audiological theory and practice. Topics include: fundamental concepts in aural anatomy and physiology; and an introduction to auditory disorders. Several areas of audiological practice are introduced, including; basic hearing assessment, paediatric audiology, and basic rehabilitative issues and procedures.

Important Academic Dates

Information about important academic dates including deadlines for withdrawing from units are available at https://students.mq.edu.au/important-dates

Learning Outcomes

  • ULO1: Develop and demonstrate knowledge about the effects of a hearing loss in children and adults and the impact it can have on significant others.
  • ULO2: Develop and demonstrate a basic understanding of frequently occurring disorders in adults and children that underlie hearing disorders and their effect on the auditory pathway
  • ULO3: Review the components of routine hearing assessment and build a basic understanding of their use in the identification of normal and pathological results.
  • ULO4: Demonstrate an understanding of the clinical utility of some common evoked potential tests. Describe the benefits and limitations of these tests and their practical application in different populations.
  • ULO5: Display a fundamental knowledge of the different aspects of hearing rehabilitation and the strategies and devices available to an audiologist for both adults and children.
  • ULO6: Describe how a hearing aid and cochlear implant works and the benefits and limitations of each in different listening situations and discuss which factors are important for assessing implant candidacy.
  • ULO7: Discuss the role of counselling in aural rehabilitation and how audiological rehabilitation is provided in various contexts and formats.
  • ULO8: Describe the fundamentals of the balance system and its assessment by the audiologist.

General Assessment Information

Late assessment task submissions

  • Late submissions without an extension will receive a penalty of 3% of the total mark available for the assessment task per day including weekend days (i.e. this is 3% of the total marks possible for the task – NOT 3% of the marks the student received. For example, if the assessment task is worth 100 marks and the student is two days late their mark for the task is reduced by 6 marks.)

  • Late submission of an assessment task without an extension will not be accepted at all:

    • after the date on which marked assessment tasks have been released to the rest of the class

    • the unit convenor's discretion

    • more than one week after the end of the teaching session at the unit convenor's discretion

  • Extensions will only be given in special circumstances, and can be requested by completing the Special Consideration request at ask.mq.edu.au and providing the requisite supporting documentation.

  • Extensions that will result in submissions after the assessment task has been returned to the class will require a separate assessment task to be completed at the unit convenor's discretion.

  • For more information on Special Consideration, see the university website https://students.mq.edu.au/study/my-study-program/special-consideration/

  • If a student fails the unit due to non-submission of an assessment task or non-attendance at an exam, an FA grade will be applied in accordance with the University's Assessment Policy. Unit convenors have the discretion to determine whether or not students should fail a unit on the basis of lateness penalties alone if other learning outcomes of the unit have been met.

 

Assessment Tasks

Name Weighting Hurdle Due
On-line quiz 15% No 26/03/2020 till 31/03/2020
Essay 25% No 11/05/2020
Clinical encounter assessment 20% No 06/04/2020
Exam 40% No Exam period

On-line quiz

Assessment Type 1: Quiz/Test
Indicative Time on Task 2: 10 hours
Due: 26/03/2020 till 31/03/2020
Weighting: 15%

The online quiz will be taken on-line through iLearn. The quiz will consist of multiple choice and short answer questions covering all material presented thus far. You will be allowed to log on once during that time to complete the quiz. Please note that the test will be timed. You will have 2 hours in which to complete the quiz. No group work or discussions of test content are allowed during the taking of the quiz. Transgression will result in a 0% mark for the quiz.
On successful completion you will be able to:
  • Develop and demonstrate knowledge about the effects of a hearing loss in children and adults and the impact it can have on significant others.
  • Develop and demonstrate a basic understanding of frequently occurring disorders in adults and children that underlie hearing disorders and their effect on the auditory pathway
  • Review the components of routine hearing assessment and build a basic understanding of their use in the identification of normal and pathological results.

Essay

Assessment Type 1: Essay
Indicative Time on Task 2: 50 hours
Due: 11/05/2020
Weighting: 25%

Each student will have a choice of topics (details in iLearn).

Write an essay describing and contrasting different viewpoints on your selected topic. Illustrative examples are encouraged. The topic will require some research. Please adhere to appropriate referencing. Each essay will be assessed on its content, level of academic writing, originality and coherence. The essay should be no more than 2500 words (excluding references and in-text citations).

Please note that these topics are not fully addressed in lectures. Please adhere to the criteria listed in the section: Submission of work regarding citation, referencing and plagiarism. Please note that the reference list should include books, articles as well as web-site sources. Penalties will be incurred for excessive use of web-sourced material.
On successful completion you will be able to:
  • Develop and demonstrate knowledge about the effects of a hearing loss in children and adults and the impact it can have on significant others.
  • Demonstrate an understanding of the clinical utility of some common evoked potential tests. Describe the benefits and limitations of these tests and their practical application in different populations.
  • Display a fundamental knowledge of the different aspects of hearing rehabilitation and the strategies and devices available to an audiologist for both adults and children.
  • Describe how a hearing aid and cochlear implant works and the benefits and limitations of each in different listening situations and discuss which factors are important for assessing implant candidacy.
  • Discuss the role of counselling in aural rehabilitation and how audiological rehabilitation is provided in various contexts and formats.

Clinical encounter assessment

Assessment Type 1: Practice-based task
Indicative Time on Task 2: 30 hours
Due: 06/04/2020
Weighting: 20%

Students will watch videos of clinical encounters with children and describe the procedures that they observe. Appropriate referencing is expected. The report should be no longer than 1500 words.
On successful completion you will be able to:
  • Review the components of routine hearing assessment and build a basic understanding of their use in the identification of normal and pathological results.

Exam

Assessment Type 1: Examination
Indicative Time on Task 2: 30 hours
Due: Exam period
Weighting: 40%

The final exam will take place within the university examination period. Details of the exam structure will be provided in class.
On successful completion you will be able to:
  • Develop and demonstrate knowledge about the effects of a hearing loss in children and adults and the impact it can have on significant others.
  • Develop and demonstrate a basic understanding of frequently occurring disorders in adults and children that underlie hearing disorders and their effect on the auditory pathway
  • Review the components of routine hearing assessment and build a basic understanding of their use in the identification of normal and pathological results.
  • Demonstrate an understanding of the clinical utility of some common evoked potential tests. Describe the benefits and limitations of these tests and their practical application in different populations.
  • Display a fundamental knowledge of the different aspects of hearing rehabilitation and the strategies and devices available to an audiologist for both adults and children.
  • Describe how a hearing aid and cochlear implant works and the benefits and limitations of each in different listening situations and discuss which factors are important for assessing implant candidacy.
  • Discuss the role of counselling in aural rehabilitation and how audiological rehabilitation is provided in various contexts and formats.
  • Describe the fundamentals of the balance system and its assessment by the audiologist.

1 If you need guidance or support to understand or complete this type of assessment, please contact the Learning Skills Team

2 Indicative time-on-task is an estimate of the time required for completion of the assessment task and is subject to individual variation

Delivery and Resources

Recommended readings: 

  • Stach, B.A. (1998). Clinical Audiology: an introduction. Singular Publishing Group, San Diego.
  • Martin, F & Clark, J. (2003) Introduction to Audiology. Ninth Edition. Allyn & Bacon, Boston.
  • Other editions are also suitable.

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:

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 published on platform other than eStudent, (eg. iLearn, Coursera etc.) 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 or if you are a Global MBA student contact globalmba.support@mq.edu.au

Student Support

Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/

Learning Skills

Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.

Student Enquiry Service

For all student enquiries, visit Student Connect at ask.mq.edu.au

If you are a Global MBA student contact globalmba.support@mq.edu.au

Equity 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.

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.