Code | Name of the Course Unit | Semester | In-Class Hours (T+P) | Credit | ECTS Credit |
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ODY142 | BASIC AUDIOLOGY II | 2 | 4 | 3 | 5 |
GENERAL INFORMATION |
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Language of Instruction : | Turkish |
Level of the Course Unit : | BACHELOR'S DEGREE, TYY: + 6.Level, EQF-LLL: 6.Level, QF-EHEA: First Cycle |
Type of the Course : | Compulsory |
Mode of Delivery of the Course Unit | - |
Coordinator of the Course Unit | Prof. ARİF ÖNDER |
Instructor(s) of the Course Unit | |
Course Prerequisite | No |
OBJECTIVES AND CONTENTS |
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Objectives of the Course Unit: | The aim of the course is to learn basic audiological tests, to understand the situations and how to apply them and to gain knowledge and attitudes about interpreting the results. |
Contents of the Course Unit: | Strategies and principles used in diagnosis of hearing impairment, types and degrees of hearing loss and audiometric configuration issues |
KEY LEARNING OUTCOMES OF THE COURSE UNIT (On successful completion of this course unit, students/learners will or will be able to) |
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Describes the relationship between the basic components of the hearing system. |
Performs pure tone and speech audiometry tests and interprets the results. |
Describes patient specific diagnostic audiological diagnostic algorithms. |
Discusses the effects of the type and degree of hearing loss on language development. |
Describes the basis of the auditory system. |
Describes the basic relationship between sound acoustics, acoustics and speech production. |
Relates knowledge of hearing perception and instrumentation used in speech production. |
Describes the anatomy and physiology of the hearing mechanism. |
WEEKLY COURSE CONTENTS AND STUDY MATERIALS FOR PRELIMINARY & FURTHER STUDY |
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Week | Preparatory | Topics(Subjects) | Method |
1 | Literature review, Group research, Web-based research, Individual research, Related textbook - Chapter-Pages | Supraliminary Audiometric Tests | Case Study, Expression, Discussion, Individual study, Demonstrate |
2 | Literature review, Group research, Web-based research, Individual research, Related textbook - Chapter-Pages | Supraliminary Audiometric Tests | Case Study, Expression, Discussion, Individual study, Demonstrate |
3 | Literature review, Group research, Web-based research, Individual research, Related textbook - Chapter-Pages | Middle ear anatomy and physiology | Case Study, Expression, Discussion, Individual study, Demonstrate |
4 | Literature review, Group research, Web-based research, Individual research, Related textbook - Chapter-Pages | Static and dynamic compliance, admittance | Case Study, Expression, Discussion, Individual study, Demonstrate |
5 | Literature review, Group research, Web-based research, Individual research, Related textbook - Chapter-Pages | Tympanogram and its types | Case Study, Expression, Discussion, Individual study, Demonstrate |
6 | Literature review, Group research, Web-based research, Individual research, Related textbook - Chapter-Pages | Tympanometric measurement and application | Case Study, Expression, Discussion, Individual study, Demonstrate |
7 | Literature review, Group research, Web-based research, Individual research, Related textbook - Chapter-Pages | Tympanometric measurement and application | Case Study, Expression, Discussion, Individual study, Demonstrate |
8 | - | MID-TERM EXAM | - |
9 | Literature review, Group research, Web-based research, Individual research, Related textbook - Chapter-Pages | Interpretation of tympanogram in adults | Case Study, Expression, Discussion, Individual study, Demonstrate |
10 | Literature review, Group research, Web-based research, Individual research, Related textbook - Chapter-Pages | Pediatric tympanogram interpretation | Case Study, Expression, Discussion, Individual study, Demonstrate |
11 | Literature review, Group research, Web-based research, Individual research, Related textbook - Chapter-Pages | Multifrequency tympanometry | Case Study, Expression, Discussion, Individual study, Demonstrate |
12 | Literature review, Group research, Web-based research, Individual research, Related textbook - Chapter-Pages | Acoustic Reflex Decay | Case Study, Expression, Discussion, Individual study, Demonstrate |
13 | Literature review, Group research, Web-based research, Individual research, Related textbook - Chapter-Pages | Eustachian dysfunction tests | Case Study, Expression, Discussion, Individual study, Demonstrate |
14 | Literature review, Group research, Web-based research, Individual research, Related textbook - Chapter-Pages | Case evaluation in middle ear diseases | Case Study, Expression, Discussion, Individual study, Demonstrate |
15 | Literature review, Group research, Web-based research, Individual research, Related textbook - Chapter-Pages | Case evaluation in inner ear diseases | Case Study, Expression, Discussion, Individual study, Demonstrate |
16 | - | FINAL EXAM | - |
17 | - | FINAL EXAM | - |
SOURCE MATERIALS & RECOMMENDED READING |
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Roeser, R.J., Valente, M., Hosford-Dunn, H.(2000). Audiology Diagnosis, Thieme. |
Hamill, T.A., Lloyd, L. (2008). The Hearing Sciences.Price, Plural Publishing. |
ASSESSMENT |
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Assessment & Grading of In-Term Activities | Number of Activities | Degree of Contribution (%) | Description |
Level of Contribution | |||||
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0 | 1 | 2 | 3 | 4 | 5 |
KNOWLEDGE |
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Theoretical |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Has the basic information on the science of audiology in order to identify and interpret necessary approaches for his/her patients.
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5 |
KNOWLEDGE |
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Factual |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Identifies the main phenomenons, principles, processes and practices of audiology science, explains the methods in the field and makes a basic level of analysis and evaluation.
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5 |
SKILLS |
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Cognitive |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Has the ability to plan a proper audiology program via his/her theoretical and practical knowledge.
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5 |
SKILLS |
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Practical |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Has the ability to execute a proper treatment to his/her patients via his/her theoretical and practical knowledge.
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5 |
OCCUPATIONAL |
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Autonomy & Responsibility |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Collaborates with main medical fields.
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5 | |||||
2 |
Evaluates and interprets the problems about hearing and/or vestibular symptoms of his/her patients guided by relevant specialists, asks for consultation from other departments in case of need.
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5 | |||||
3 |
Responsible to identify, execute and adjust the hearing instrument to his/her patients with hearing loss and hearing aid indication.
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4 |
OCCUPATIONAL |
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Learning to Learn |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Specializes in areas like Pediatric Audiology, Geriatric Audiology, Industrial Audiology, Rehabilitative Audiology, Electrophysiological Measurements, Vestibular Disorders, Vestibular Rehabilitation, Hearing Aids and Implants.
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4 | |||||
2 |
Prepares instructional and practical studies to provide efficiency, permanency and quality of audiology-related services.
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5 |
OCCUPATIONAL |
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Communication & Social |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Performs his/her duties of expertise in the eyes of judicial authorities and private and government agencies.
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5 | |||||
2 |
Takes part in a special team for the noise measurements in noisy environments in order to reduce the noise level for the regulation of environmental modifications by identifying individual protectives.
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4 |
OCCUPATIONAL |
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Occupational and/or Vocational |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Takes place in the implant board in order to consult his/her patients about applications of cochlear implant, middle ear implants, bone implanted hearing devices (BAHA) and brainstem implant.
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4 | |||||
2 |
Enables the development of professional standards and policies, determines planning and execution of the assessment and rehabilitation approaches, identifies the efficient applications of new knowledge-based methods and programs and contributes to improve professional and technical standarts.
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5 | |||||
3 |
Makes studies in order to improve hearing protection of health and for the prevention of hearing loss at work, school and society’s environments for the development of applications related to hearing screening program.
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3 |
WORKLOAD & ECTS CREDITS OF THE COURSE UNIT |
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Workload for Learning & Teaching Activities |
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Type of the Learning Activites | Learning Activities (# of week) | Duration (hours, h) | Workload (h) |
Lecture & In-Class Activities | 14 | 4 | 56 |
Preliminary & Further Study | 14 | 1 | 14 |
Land Surveying | 0 | 0 | 0 |
Group Work | 0 | 0 | 0 |
Laboratory | 0 | 0 | 0 |
Reading | 14 | 2 | 28 |
Assignment (Homework) | 0 | 0 | 0 |
Project Work | 0 | 0 | 0 |
Seminar | 0 | 0 | 0 |
Internship | 0 | 0 | 0 |
Technical Visit | 0 | 0 | 0 |
Web Based Learning | 0 | 0 | 0 |
Implementation/Application/Practice | 0 | 0 | 0 |
Practice at a workplace | 0 | 0 | 0 |
Occupational Activity | 0 | 0 | 0 |
Social Activity | 0 | 0 | 0 |
Thesis Work | 0 | 0 | 0 |
Field Study | 0 | 0 | 0 |
Report Writing | 0 | 0 | 0 |
Final Exam | 1 | 1 | 1 |
Preparation for the Final Exam | 5 | 3 | 15 |
Mid-Term Exam | 1 | 1 | 1 |
Preparation for the Mid-Term Exam | 5 | 3 | 15 |
Short Exam | 0 | 0 | 0 |
Preparation for the Short Exam | 0 | 0 | 0 |
TOTAL | 54 | 0 | 130 |
Total Workload of the Course Unit | 130 | ||
Workload (h) / 25.5 | 5,1 | ||
ECTS Credits allocated for the Course Unit | 5,0 |