Unit convenor and teaching staff |
Unit convenor and teaching staff
Yee-Foong Stone
Chevelle Krumins
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Credit points |
Credit points
4
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Prerequisites |
Prerequisites
CAUD808
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Corequisites |
Corequisites
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Co-badged status |
Co-badged status
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Unit description |
Unit description
This unit aims to further develop knowledge and practical skills in audiological assessment and management of adults and children over the age of five years. Students will also develop skills in assessment of younger children and those which are more difficult to assess. Skills will be further developed in the area of aural rehabilitation including the fitting of hearing devices to adults and outcome assessments. Emphasis is placed upon students using problem solving and critical analysis skills to apply the information they have gained throughout the course in a clinical setting.
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Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
NOTE: Due weeks are based on standard university academic calendar weeks.
The assessment tasks have been designed to enable students to demonstrate their ability to apply theoretical knowledge in a clinical environment. All assessment tasks are compulsory. The evaluation of CAUD813 is with either a ‘Satisfactory’ or an ‘Unsatisfactory’ grade. An unsatisfactory grade is issued based on any of the following: feedback from clinical educators, students’ lack of clinical competence, unprofessional behaviour and conduct, failure to submit or late submission of clinical placement assessment portfolio, unsatisfactory performance on assessment tasks.
How to apply for a late submission of an assignment
All requests for special consideration, including extensions, must be submitted via ASK.mq.edu.au and provide suitable supporting documentation
Late Assignment Submission
Extensions cannot continue beyond the start of the following semester, and students should be aware that long extensions may impact graduation dates.
Name | Weighting | Hurdle | Due |
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Clinical Re-orientation | 20% | Yes | week 2 |
Clinical Placement Portfolio | 20% | Yes | after placement |
Online Quiz | 20% | Yes | week 7 |
Student Presentations | 20% | Yes | week 11 |
Clinical Examination | 20% | Yes | exam period |
Due: week 2
Weighting: 20%
This is a hurdle assessment task (see assessment policy for more information on hurdle assessment tasks)
PART A
Conduct an initial audiological assessment for an adult. You will adopt the role of “student clinician” and the First Year student will be your “client”.
You have a one-hour and 15 minute appointment to carry out an initial assessment on your client. Students are expected to make clinical decisions in regards to the procedures performed in accordance with the client’s needs, the time allocated and the equipment available.
Students will be expected to also accurately document the notes of the assessment in a Microsoft Word document.
Students are required to consider and reflect on their own clinical practice. The following is a guideline of what students should address:
“What assumptions did I make which may have affected my decisions and/or appointment outcomes? What do I need to improve on and how and when am I going to achieve this? What have I learned about myself as a student clinician and my ability to deal with clients independently?”
Due: after placement
Weighting: 20%
This is a hurdle assessment task (see assessment policy for more information on hurdle assessment tasks)
This includes:
Clinical Educators’ evaluations on student progress on clinical placements;
Submission of clinical placement documents from each student for each clinical placement
Due by 5pm on Wednesday following the last day of placement within one location/ single CE.
Due: week 7
Weighting: 20%
This is a hurdle assessment task (see assessment policy for more information on hurdle assessment tasks)
An online quiz will be held on the dates below assessing knowledge from the current and preceding clinical units. This will also incorporate content from first year theoretical units. Students are advised to review results interpretation, test battery, rehabilitation, paediatrics and foundation sciences of audiology.
Due: week 11
Weighting: 20%
This is a hurdle assessment task (see assessment policy for more information on hurdle assessment tasks)
Students are required to prepare a presentation based on their clinical experiences. The format/content of the presentation is at the discretion of the student; however, professionalism must be maintained. Students can be creative in their choice of topic or style of presentation. The aim is to share and educate classmates on an aspect of clinical practice. An interactive component is required within the presentation to engage the class.
Some examples are:
A presentation of case history information only and a discussion raised regarding the predicted results and management;
A presentation of report writing styles/differences e.g. showing the differences between a student’s report and their Clinical Educator’s report;
A presentation on a particular pathology;
A discussion/presentation on client interactions/dynamics of the appointment; etc.
Due: exam period
Weighting: 20%
This is a hurdle assessment task (see assessment policy for more information on hurdle assessment tasks)
Students are required to undertake a clinical examination after the conclusion of the semester. The exam has two parts:
Part 1: focuses on communication within a client appointment
Part 2: focuses on paediatric testing and clinical decision making
Delivery is through face to face sessions and clinical placements.
1 | |
Overview and Feedback from Exams | Chevelle Krumins |
Otis simulator practice cases | Yee-Foong Stone & Chevelle Krumins |
2 | |
Review of rehabilitation appointments | Chevelle Krumins |
Clinical Symposium | Chevelle Krumins and clinic staff |
Case Integration | Yee-Foong Stone |
3 | |
Self-directed simulator practice | Chevelle Krumins |
4 | |
Communicating without jargon | Chevelle Krumins |
5 | |
Student presentations | Yee-Foong Stone & Chevelle Krumins |
6 | |
Review class | Yee-Foong Stone |
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:
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).
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 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.
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
For all student enquiries, visit Student Connect at ask.mq.edu.au
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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.
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:
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:
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:
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:
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: