Graduate Degree Program Assessment Progress Report Cover Sheet: Degree Program: Speech Pathology and Audiology Department and College: Audiology and Speech Pathology/College of Professional Studies Degree: _____Au.D.____________ For Calendar Year:____2009_____ Date submitted to college committee: 4/3/10 By: Nannette Nicholson, Ph.D. Date posted on college assessment website:__________ Overall Rating:___________________________________ Respond to all six parts following the “Degree Program Assessment Progress Report Instructions.” (NOTE: Parts 1 through 4 can be copied from the relevant sections of your assessment plan.) Attach additional pages as needed. (1) Student learning goal(s) addressed this year: The goals of the Audiology Program include producing audiology graduates who will demonstrate the knowledge and skills necessary to: a. Competently evaluate children and adults for hearing and/or balance disorders b. Provide appropriate intervention for children and adults with hearing and/or balance disorders c. Understand and evaluate research in the field of audiology and/or related areas, and d. Understand and apply the principles of ethical and professional conduct. (2) Learning outcomes/objectives for those goals addressed this year: Four general program objectives have been identified. 1. The graduate must have the knowledge and skills to perform audiologic assessment using behavioral, physiologic, electrophysiologic, psychophysical and self-assessment measures. 2. The graduate must have the knowledge and skills to develop and implement treatment plans using appropriate data. 3. The graduate must have knowledge of the principles and practices of research, including experimental design, statistical methods, and application to clinical populations. 4. The graduate must have knowledge of the principles and practices of professional conduct, ethical behavior, and application to clinical work. (3) Courses & activities where assessed: Student knowledge and skills needed for this degree will be evaluated each year using the Practicum courses. All on- and off-campus supervisors complete an evaluation tool based on the American Speech Language Hearing Association Knowledge and Skills Areas (Appendix C). Additionally, our services to the consumers and the community were assessed this year. AUSP Au.D. Assessment Report Cover Sheet 2010 1 (4) Methods used: During the fourth year of the five-year plan the clinic and program assessment process will be repeated. The assessment tools will include: Graduate Exit Surveys, Practicum Supervisor Evaluations, Graduate Student Practicum Evaluations, Graduate Course Evaluations, and Consumer Evaluation of Clinical Services, and a Town Hall meeting, if held. These data will be used to assess the effectiveness of any changes made to the graduate program since the first year assessment of the clinic and program (5) What are the assessment findings? How did you analyze them? Audiology Graduate Exit Survey The first cohort of Au.D. program graduated in Spring of 2009. The Audiology Graduate Exit Survey (Appendix A) was completed by 7 of 8 graduate students approximately 1 – 2 weeks prior to their graduation in May, 2009. The Exit Survey used a 5 point scale with 1 indicating strong disagreement and 5 indicating strong agreement. All questions were worded such that a positive response was always toward 5 and a negative response toward 1. There were 13 questions, five covering the knowledge-base, four covering clinical proficiency, three covering behavioral skills and one for an overall program rating. The grand mean for all 13 questions was 3.9 with a range between 3.4 and 4.2. For the five knowledge-based questions the mean was 3.9 with a range between 3.7 and 4.1. Students were generally pleased with their ability to identify and interpret diagnostic data and their ability to use “sound clinical judgment”. For the four clinical questions the mean was 3.8 with a range between 3.4 and 4.4. Students indicated that they wanted more training in performing accurate assessments and intervention procedures. On the three questions related to behavioral skills, the mean score was 3.9 with a range between 3.4 and 4.1. The overall rating for the program was 3.7 (where 4 = good and 5 = excellent). In general, these exit interview data indicate that students are pleased with the education they receive in the Doctor of Audiology Program. Helpful suggestions were offered by many students regarding topics that need more coverage (e.g., more clinical labs) strengths and weakness, and practicum placements. Audiology Course Evaluation Each semester each graduate course and instructor are evaluated through the College of Health Related Professions in the University of Arkansas for Medical Sciences. That scale ranges from 5 = Strongly Agree, 4 = Agree, 3 = Neither Agree nor Disagree, 2 = Disagree, and 1 = Strongly Disagree (Appendix B). The College of Health Related Professions personnel inform the chairman of Audiology and Speech Pathology if any graduate course evaluation falls below 4.0. A program is decided on and implemented with the individual faculty member that will help improve student evaluations. For calendar year 2007, the department’s Au.D. course evaluations ranged from 3.6 to 4.8 with a mean of 4.4. For calendar year 2008, the department’s Au.D. course evaluations ranged from 3.9 to 4.9 with a mean of 4.6. For calendar year 2009, the department’s Au.D. course evaluations ranged from 3.5 to 5.0 with a mean of 4.5. AUSP Au.D. Assessment Report Cover Sheet 2010 2 AuD Course Evaluations 5 Rating 4 3 2 1 0 2007 2008 2009 Audiology Student Practicum Evaluation Since the inception of the clinical doctoral program for audiology in fall 2005, the instrument used for evaluation of practicum for audiology students has been in the process of re-evaluation. It is anticipated that a revised, or new tool, which better reflects the clinical and professional skills required for a doctoral degree in clinical Audiology will be in use beginning in the fall of 2009 (see Appendix C). This instrument is based on the American Speech Language and Hearing Association Knowledge and Skills Areas standards. During 2009 96% of our graduate students received grades of “A” and “B” in practicum indicating the development of excellent clinical skills as shown in the table below. Assessment Results Grades A B C D F I Spring 2009 30 1 Summer 2009 24 2 Fall 2009 32 3 Practicum Supervisor Evaluations At the end of every semester, all faculty members who supervise students performing their clinical practicum are evaluated by the students using a 12 question form. Faculty are evaluated on such things as their working relationship with the student, how well they assist the student, still allowing for student input and problem solving, availability to the student, interactions with the student in conferences, etc. A 5 point likert scale is used for rating supervisor performance on each of the 12 items, with 5 = outstanding, 4 = excellent, 3 = good, 2 = fair, 1 = poor, and NA = non-applicable (Appendix D). During the calendar year of 2007, 3 on-campus clinical faculty and 18 off-campus preceptors were evaluated by 24 Au.D. students with a mean rating of 4.73. AUSP Au.D. Assessment Report Cover Sheet 2010 3 During the calendar year of 2008, 3 on-campus clinical faculty and 17 off-campus preceptors were evaluated by 24 Au.D. students with a mean rating of 4.77. During the 2009 calendar year, 3 on-campus and 10 off-campus preceptors were evaluated by 24 Au.D. students with a mean rating of 4.41. Data for 2007, 2008, and 2009 are depicted in the graph below. These data indicate that, on the average, our faculty were rated in the “excellent” range with regard to practicum supervision. The results of the preceptor evaluations were given to individual faculty members for modification of supervision techniques. Feedback was also given to individual faculty during the annual review process. Preceptor Evaluations 5 Rating 4 3 Spring 2 1 Summer 0 Fall 2007 2008 2009 Axis Title Evaluation of Audiology Clinical Services All students in clinical practicum provide supervised services to adults and children with communication disorders. Students are evaluated by consumers who received services or by their parents with regard to 18 clinical behaviors on a scale of 5 (excellent to 1 (poor) or 0 if not applicable. The Evaluation of Clinical Services Form from each semester is filed in our clinic file room. The consumer evaluation forms for Audiology services from 2009 were chosen for evaluation and are graphed with 2007 and 2008 Audiology clinical service evaluations. The results indicated that that our clients are pleased with our services and consistently rate us as a ‘high average’. The rating for 2009 was 4.75. The Consumer Evaluation of Clinical Services form is presented in Appendix E. Average Rating Evaluation of Clinical Services 5.00 4.50 4.00 2007 AUSP Au.D. Assessment Report Cover Sheet 2010 2008 2009 Year 4 (6) What conclusions were drawn and what decisions were made as a result? How were stakeholder groups involved? Stakeholder Involvement Five sets of stakeholders contributed or will contribute information to the current assessment report: (a) faculty, (b) students, (c) consumers of clinical services, (d) employers, and (e) working graduates. All faculty members participate in the evaluation of students, both in the clinic and in the classroom. Additionally, all faculty are involved in collecting, analyzing, and summarizing relevant assessment data for this report. Graduate students perform course evaluations, evaluations of practicum supervisors, and they also complete the graduate exit survey in the semester they finish all requirements. In addition they serve are representatives on faculty committees such as the curriculum committee. The consumer/community group evaluates the department’s provision of clinical services (e.g., the Technology Access Center). Employers and working graduates will evaluate how well our educational program is preparing our students for the work setting. Future Assessments The faculty have drafted a new version of the comprehensive examination of multiple choice. The validation process for the comprehensive examination is ongoing; this initial test was administered last year for the first time to the 3rd year Au.D. students. We now have 150 questions in our test bank for graduate comprehensive examination. The examination was recently given for the second time to current 3rd year Au.D. students. The KASA objectives in audiology have become an integral part of the department’s assessment of students, as they are, in large part, how our graduates will be judged eligible for national certification and state licensure. Those objectives and that process will continue to evolve over the next several years. The department plans to continue conducting periodic community focus group meetings in order to receive feedback on how our students and programs are meeting the needs of the community and region. The focus group feedback will be important for our accreditation which will be re-evaluated in 2009. The department continues to participate in recruitment activities to attract high quality Au.D. students. The list of the 2008 recruitment activities for the UAMS graduate school is included in Appendix N. Additionally, our graduate Open Houses have been a great success and will be continued. AUSP Au.D. Assessment Report Cover Sheet 2010 5 ASSESSMENT IMPLEMENTATION PROGRESS REPORT DOCTORATE OF AUDIOLOGY DEGREE (Au.D.) in the Audiology and Speech Pathology Department College of Professional Studies Thomas Guyette, Ph.D., Chair Nannette Nicholson, Ph.D., Director of Audiology Betholyn Gentry, Ph.D., CPS Assessment Committee Audiology Assessment Committee Au.D. Assessment Committee Nannette Nicholson, Ph.D. Chair; Rebecca Kelly, Ph.D. Patricia Highley, M.S. M.S. in Communicative Disorders Assessment Committee Beth McWeeny, M.S., Chair Thomas Guyette, Ph.D. Stacey Mahurin, M.S. Kathy Shapley, Ph.D. B.S. in Speech Pathology Assessment Committee Betholyn Gentry, Ph.D., Chair Richard Zraick, Ph.D. Greg Robinson, Ph.D. ANNUAL REPORT APRIL, 2010 Department Mission The mission of the Audiology and Speech Pathology (AUSP) department is to educate professionals who serve persons with communication, swallowing, and balance disorders at local, state, national, and international levels. The department is dedicated to excellence in (a) teaching and lifelong learning in a student-centered environment (b) service in a patient-centered environment based on academic excellence, leadership, and the ethic of community responsibility and (c) research that supports communication science and the practice of audiology and speech-language pathology (AUSP Strategic Plan, 2007). The department contributes to the College of Professional Studies (CPS) mission by advancing collaborative problem-solving, entrepreneurial public leadership and effective use of communication to develop dynamic, healthy and safe communities through theoretic and applied research and instruction (CPS Strategic Plan, 2007); and to the mission of the University of Arkansas at Little Rock (UALR) by developing the intellect of students; discovering and disseminating knowledge; serving and strengthening society by enhancing awareness in scientific, technical, and cultural arenas; and by promoting humane sensitivities and understanding of interdependence. Within this broad mission are the responsibilities to use quality instruction to instill in students a lifelong desire to learn; to use knowledge in ways that will contribute to society; and to apply the resources and research skills of the University community to the service of the city, the state, the nation, and the world in ways that will benefit humanity (Adopted by the UALR Faculty Senate, 1988). AUSP Au.D. Assessment Report Cover Sheet 2010 6 AUSP Au.D. Assessment Report Cover Sheet 2010 7 Audiology Program Goals The Department of Audiology and Speech Pathology will continue to expand its influence as a dynamic, collaborative, and innovative consortium program striving to meet the following goals (a) improving academic programs to attract outstanding students and promote intellectual development, (b) engaging in service that strengthens our ties to the community, region, and state, (c) strengthening research programs through scientific inquiry and scholarly endeavors, and (d) increasing fiscal selfsufficiency. The goals of the Audiology Program include producing audiology graduates who will demonstrate the knowledge and skills necessary to: a. Competently evaluate children and adults for hearing and/or balance disorders b. Provide appropriate intervention for children and adults with hearing and/or balance disorders c. Understand and evaluate research in the field of audiology and/or related areas, and d. Understand and apply the principles of ethical and professional conduct. Audiology Program Objectives Four general program objectives have been identified. 5. The graduate must have the knowledge and skills to perform audiologic assessment using behavioral, physiologic, electrophysiologic, psychophysical and self-assessment measures. 6. The graduate must have the knowledge and skills to develop and implement treatment plans using appropriate data. 7. The graduate must have knowledge of the principles and practices of research, including experimental design, statistical methods, and application to clinical populations. 8. The graduate must have knowledge of the principles and practices of professional conduct, ethical behavior, and application to clinical work. Three areas for assessment have been identified within the Department of Audiology and Speech Pathology: Au.D. program and Audiology Clinical assessment, student assessment, and community and consumer assessment. The assessment plan for the Doctor of Audiology (Au.D.) program within the department of Audiology and Speech Pathology includes rotating the focus of assessment each year following a three-year cycle. Five Year Assessment Plan for Audiology The five-year assessment plan for the Audiology program in the department of Audiology and Speech Pathology and the College of Health Related Professions at the University of Arkansas for Medical Sciences and the College of Professional Studies at the University of Arkansas at Little Rock is presented below. The Audiology program assessment plan includes changing the focus of assessment each year following a fiveyear cycle. AUSP Au.D. Assessment Report Cover Sheet 2010 8 First Year Assessments (Yearly): The primary objective during the first year will be to further develop the assessment plan and to synchronize the Au.D. assessment with the graduate Master’s Degree in Speech Pathology (M.S.) assessment. Every year of the department’s three-year assessment cycle involves gathering data related to assessment of the program and clinic. This assessment process includes the following instruments: Graduate Exit Surveys, Graduate Course Evaluations, Graduate Practicum Evaluations, Practicum Supervisor Evaluations, and the Consumer Evaluation of Services. Results of the Audiology Town Hall meeting if held will also be included. Data from these instruments will be or have been collected each semester. These data are currently being used to evaluate program effectiveness by obtaining input from three of our major stakeholders: faculty, students and on-campus clients. Results from these instruments have also been used for program improvement and decision-making. Second Year Assessments (2008): During the second year of the three-year cycle assessment efforts will focus on graduate student assessment. In addition to the yearly clinic and program assessment efforts, the graduate student assessment data will be reported every two years and will include: Doctor of Audiology Capstone Examination and results of the American Speech-Language-Hearing Association (ASHA) Knowledge and Skills Areas (KASA) objectives in Audiology. Data from these instruments will be used to make decisions about the Au.D. program curriculum. Third Year Assessments (2009): During the third year of the three-year cycle assessment efforts will focus on assessment of our graduate program by the community and consumers. In addition to the yearly clinic and program assessment efforts community and consumer assessment will be conducted in the third year of the three year cycle and will include: Employer Surveys, Nine-month Post Graduation Surveys, and Focus Group Meetings (as needed). Data from these meetings will be used to get input from the community and alumni about our graduate program. These data should indicate how well the program is meeting the needs of the community. Fourth Assessment Year (2010): During the fourth year of the five-year plan the clinic and program assessment process will be repeated. The assessment tools will include: Graduate Exit Surveys, Practicum Supervisor Evaluations, Graduate Course Evaluations, and Consumer Evaluation of Clinical Services, and a Town Hall meeting, if held. These data will be used to assess the effectiveness of any changes made to the graduate program after the first year assessment of the clinic and program. Fifth Year Assessment (2011): During the fifth year of the five-year plan the focus of assessment will again shift to graduate student assessment. In addition to the yearly clinic and program assessment efforts the graduate student assessment process will be repeated and will include: Doctor of Audiology Capstone Examination, and results of the KASA objectives in Audiology. Additionally, any new assessment issues can also be implemented depending on the needs of the graduate program. AUSP Au.D. Assessment Report Cover Sheet 2010 9 Audiology Graduate Program Five-Year Assessment Plan (2010 - 2014) Assessment Tool Year Cycle Program and Clinic Assessment Audiology Exit Survey (Appendix A) (will not have graduates until 2009) 2010 yearly Audiology Course Evaluation (Appendix B) 2010 yearly Audiology Student Practicum Evaluation (Appendix C) 2010 yearly Audiology Practicum Supervisors Evaluation (Appendix D) 2010 yearly Evaluation of Audiology Clinical Services (Appendix E) 2010 yearly Audiology Externship Site Evaluations (Appendix F) 2010 yearly Student Assessment Audiology Capstone Examination (Appendix G) 2011 2nd year Au.D. Comprehensive Examination Student Survey (Appendix H) 2011 2nd year Audiology KASA Objectives (Appendix I) 2011 2nd year Audiology Employer Survey (Appendix J) 2012 3rd year Audiology Nine-month Post Graduation Survey (Appendix K) 2012 3rd year Focus Groups (Appendix L) 2012 3rd year Community Outreach (Appendix M) 2012 3rd year Community and Consumer Assessment AUSP Au.D. Assessment Report Cover Sheet 2010 10 Program Recruitment (Appendix N) 2012 3rd year Clinic and Program Assessment Repeated 2013 4th year Student Assessment Repeated 2014 5th year AUSP Au.D. Assessment Report Cover Sheet 2010 11 Use of Assessment The Audiology and Speech Pathology department uses a variety of assessment tools to assist with program development and quality improvement. The Audiology program has aligned their assessment plan with the graduate program in Speech Pathology. This places us in our 4th year of the assessment cycle. This assessment process includes the following instruments: Graduate Exit Surveys, Graduate Course Evaluations, Graduate Practicum Evaluations, Practicum Supervisor Evaluations, and the Consumer Evaluation of Services and Audiology Externship Site Evaluations. Data from these instruments have been collected each semester. These data are currently being used to evaluate program effectiveness by obtaining input from three of our major stakeholders: faculty, students and on-campus clients. Results from these instruments have also been used for program improvement and decision-making. Program and Clinic Assessment Audiology Graduate Exit Survey The first cohort of Au.D. program graduated in Spring of 2009. The Audiology Graduate Exit Survey (Appendix A) was completed by 7 of 8 graduate students approximately 1 – 2 weeks prior to their graduation in May, 2009. The Exit Survey used a 5 point scale with 1 indicating strong disagreement and 5 indicating strong agreement. All questions were worded such that a positive response was always toward 5 and a negative response toward 1. There were 13 questions, five covering the knowledge-base, four covering clinical proficiency, three covering behavioral skills and one for an overall program rating. The grand mean for all 13 questions was 3.9 with a range between 3.4 and 4.2. For the five knowledge-based questions the mean was 3.9 with a range between 3.7 and 4.1. Students were generally pleased with their ability to identify and interpret diagnostic data and their ability to use “sound clinical judgment”. For the four clinical questions the mean was 3.8 with a range between 3.4 and 4.4. Students indicated that they wanted more training in performing accurate assessments and intervention procedures. On the three questions related to behavioral skills, the mean score was 3.9 with a range between 3.4 and 4.1. The overall rating for the program was 3.7 (where 4 = good and 5 = excellent). In general, these exit interview data indicate that students are pleased with the education they receive in the Doctor of Audiology Program. Helpful suggestions were offered by many students regarding topics that need more coverage (e.g., more clinical labs) strengths and weakness, and practicum placements. Audiology Course Evaluation Each semester each graduate course and instructor are evaluated through the College of Health Related Professions in the University of Arkansas for Medical Sciences. That scale ranges from 5 = Strongly Agree, 4 = Agree, 3 = Neither Agree nor Disagree, 2 = Disagree, and 1 = Strongly Disagree (Appendix B). The College of Health Related Professions personnel inform the chairman of Audiology and Speech Pathology if any graduate course evaluation falls below 4.0. A program is decided on and implemented with the individual faculty member that will help improve student evaluations. For calendar year 2007, the department’s Au.D. course evaluations ranged from 3.6 to 4.8 with a mean of 4.4. For calendar year 2008, the department’s Au.D. course evaluations AUSP Au.D. Assessment Report Cover Sheet 2010 12 ranged from 3.9 to 4.9 with a mean of 4.6. For calendar year 2009, the department’s Au.D. course evaluations ranged from 3.5 to 5.0 with a mean of 4.5. AuD Course Evaluations 5 Rating 4 3 2 1 0 2007 2008 2009 Audiology Student Practicum Evaluation Since the inception of the clinical doctoral program for audiology in fall 2005, the instrument used for evaluation of practicum for audiology students has been in the process of re-evaluation. It is anticipated that a revised, or new tool, which better reflects the clinical and professional skills required for a doctoral degree in clinical Audiology will be in use beginning in the fall of 2009 (see Appendix C). This instrument is based on the American Speech Language and Hearing Association Knowledge and Skills Areas standards. During 2009 96% of our graduate students received grades of “A” and “B” in practicum indicating the development of excellent clinical skills as shown in the table below. Assessment Results Grades A B C D F I Spring 2009 30 1 Summer 2009 24 2 Fall 2009 32 3 Practicum Supervisor Evaluations At the end of every semester, all faculty members who supervise students performing their clinical practicum are evaluated by the students using a 12 question form. Faculty are evaluated on such things as their working relationship with the student, how well they assist the student, still allowing for student input and problem solving, availability to the student, interactions with the student in conferences, etc. A 5 point likert scale is used for rating supervisor performance on each of the 12 items, with 5 = outstanding, 4 AUSP Au.D. Assessment Report Cover Sheet 2010 13 = excellent, 3 = good, 2 = fair, 1 = poor, and NA = non-applicable (Appendix D). During the calendar year of 2007, 3 on-campus clinical faculty and 18 off-campus preceptors were evaluated by 24 Au.D. students with a mean rating of 4.73. During the calendar year of 2008, 3 on-campus clinical faculty and 17 off-campus preceptors were evaluated by 24 Au.D. students with a mean rating of 4.77. During the 2009 calendar year, 3 on-campus and 10 off-campus preceptors were evaluated by 24 Au.D. students with a mean rating of 4.41. Data for 2007, 2008, and 2009 are depicted in the graph below. These data indicate that, on the average, our faculty were rated in the “excellent” range with regard to practicum supervision. The results of the preceptor evaluations were given to individual faculty members for modification of supervision techniques. Feedback was also given to individual faculty during the annual review process. Preceptor Evaluations 5 Rating 4 3 Spring 2 1 Summer 0 Fall 2007 2008 2009 Axis Title Evaluation of Audiology Clinical Services All students in clinical practicum provide supervised services to adults and children with communication disorders. Students are evaluated by consumers who received services or by their parents with regard to 18 clinical behaviors on a scale of 5 (excellent to 1 (poor) or 0 if not applicable. The Evaluation of Clinical Services Form from each semester is filed in our clinic file room. The consumer evaluation forms for Audiology services from 2009 were chosen for evaluation and are graphed with 2007 and 2008 Audiology clinical service evaluations. The results indicated that that our clients are pleased with our services and consistently rate us as a ‘high average’. The rating for 2009 was 4.75. The Consumer Evaluation of Clinical Services form is presented in Appendix E. AUSP Au.D. Assessment Report Cover Sheet 2010 14 Evaluation of Clinical Services Average Rating 5.00 4.80 4.60 4.40 4.20 4.00 2007 2008 2009 Year Audiology Externship Site Evaluations At the end of every semester, students evaluate their practicum site experiences using a set of open questions form. Students provide feedback on such things as type of experience gained, hours obtained in various areas, strengths of the experiences at the site and overall needs and weaknesses of experiences at the site. (Appendix F). During the calendar year of 2009, 10 practicum sites were evaluated by the Au.D. students. The clinical population estimate for all students at all sites was 3723 children and 4046 adult clients. With respect to type of experience gained, the average number of client visits per site by audiology service provided was 134 children and 217 adults for hearing evaluations, 8 children and 26 adults for audiologic rehabilitation, 59 children and 92 adults for hearing aid selection and use, 17 children and 5 adults for assistive listening device selection and use, 20 children and 1 adult for cochlear implant selection and use, 1 child and 1 adult for bone anchored implant selection and use, 125 pediatric and 25 adult hearing screenings, 11 children and 6 adults for electrophysical/evoked potential evaluation, 30 adults for vestibular assessment, and 3 adults for vestibular rehabilitation. These data are shown on the graph below. With respect to the strengths of the experiences at the sites, students commented on availability of supervisors to provide a wide array of experiences, hearing aid fitting experiences, counseling skills of supervisors, ability to conduct vestibular testing, pediatric testing (some sites). With respect to the needs and weaknesses, many students did not answer that question or reported no weaknesses/needs. The students who did make comments to this question reported wanting more hands-on with equipment, some sites were too busy for individual instruction, and not enough pediatric experiences. AUSP Au.D. Assessment Report Cover Sheet 2010 15 Clients by Service Average Number of Clients 250 200 150 100 50 0 Audiology Service Town Hall Meeting An Audiology Town Hall meeting was held on February 24, 2009 to review the progress of the past year. Dr. Tom Guyette facilitated the meeting. The most overwhelming issues from the student’s perspectives were (a) curriculum issues and intensive labs with classes (b) clinic organizational and process issues, (c) timing of notification re: requirements, forms, practicum assignments. Curriculum/Clinical Laboratory As a result of the Town Hall Meeting we completed a comprehensive review of the curriculum and submitted 5 new courses and 9 modifications of courses. The clinical laboratory was changed from a didactic course to a ‘laboratory’ class and will consist of supervised clinical activities. Clinic Organization/Process Issues A clinic director was appointed and clinical faculty began meeting on a regular basis to review and revise current processes, and to review current forms and make appropriate revisions. Timing and Notification re: Practicum etc. Practicum assignments are now handed out at the same time as students register for courses. Faculty are making an effort to anticipate the students needs for information AUSP Au.D. Assessment Report Cover Sheet 2010 16 and to provide some redundancy regarding communicating the requirements to them. Academic advisors are taking more responsibility for ‘mentoring’ their students as well as monitoring their progress. Future Assessments The faculty have drafted a new version of the multiple choice comprehensive examination and have constructed an portion of the comprehensive examination that includes essay questions. The validation process for the comprehensive examination is ongoing; this version of the test was administered this year for the first time to the 3rd year Au.D. students. We now have 150 questions in our test bank for graduate comprehensive examination. The KASA objectives in audiology have become an integral part of the department’s assessment of students, as they are, in large part, how our graduates will be judged eligible for national certification and state licensure. Those objectives and that process will continue to evolve over the next several years. The department plans on conducting community focus group meetings in order to receive feedback on how our students and programs are meeting the needs of the community and region. The focus group feedback was important for our accreditation which we passed in 2009. The department continues to participate in recruitment activities to attract high quality Au.D. students. The list of the recruitment report for the UAMS CHRP is included in Appendix N. Additionally, our graduate Open Houses have been a great success and will be continued. Summary The Doctor of Audiology (Au.D.) program continues to make progress toward synchronization of assessment activities with the Master’s Degree (M.S.) in Speech Pathology. This report represents the third assessment of this program since we began admitting students in 2005. This year’s assessment has led us to examine current processes (e.g., timing and notification of practicum assignments, curriculum issues, and student preferences regarding a recognition ceremony). Program changes will likely occur as a result of this assessment process and will be reflected in next year’s (2010) assessment report. The curriculum map is presented on the following pages followed by the appendices. AUSP Au.D. Assessment Report Cover Sheet 2010 17 Curriculum Map Curriculum Assessment Map: Degree Program Assessment Doctor of Audiology Au.D. Degree Emphasis: Assessed: Extensive Exam Somewhat Paper Little Project None Other Not Assessed The mission of the Audiology and Speech Pathology (AUSP) department is to educate professionals who serve persons with communication, swallowing, and balance disorders at local, state, national, and international levels. The department is dedicated to excellence in (a) teaching and lifelong learning in a student-centered environment (b) service in a patient-centered environment based on academic excellence, leadership, and the ethic of community responsibility and (c) research that supports communication science and the practice of audiology and speechlanguage pathology (AUSP Strategic Plan, 2007). Courses and Objectives: Outcome #1 Outcome #2 Outcome #3 Outcome #4 Activities The graduate The graduate The graduate The graduate must have the must have the must have must have knowledge and knowledge and knowledge of knowledge of the skills to perform skills to develop the principles principles and and implement and practices of audiologic practices of assessment treatment plans research, professional using behavioral, using including conduct, ethical physiologic, appropriate data. experimental behavior, and electrophysiologi design, application to c, statistical clinical work. How Outcomes psychophysical methods, and are Addressed and selfapplication to and Assessed assessment clinical measures. populations. ASP 5013/7360 Emphasis: None None Extensive None Research Assessed Not Assessed Not Assessed Exam Not Assessed Methods in Communication Disorders ASP 5023/7380 Emphasis: Extensive None None None Basic Diagnostic Assessed Exam Not Assessed Not Assessed Not Assessed Audiology Project ASP 5041/7181 Emphasis: Extensive None None None Clinical Assessed Exam Not Assessed Not Assessed Not Assessed Laboratory Project ASP 5043/7331 Emphasis: None None None None Anatomy and Assessed Not Assessed Not Assessed Not Assessed Not Assessed Physiology of the Auditory and Vestibular Systems ASP 5053/7332 Emphasis: None None None None Acoustics and Assessed: Not Assessed Not Assessed Not Assessed Not Assessed Psychoacoustics ASP 505V/7091 Emphasis: Extensive Extensive None None Practicum Assessed: Performance Performance Not Assessed Not Assessed ASP 5063/7333 Emphasis: Extensive None None None Auditory Assessed: Exam Not Assessed Not Assessed Not Assessed Processing Project ASP 5083/7382 Emphasis: Extensive None None None Electrophysiologi Assessed: Exam Not Assessed Not Assessed Not Assessed c Assessment of Project the Auditory System ASP 5103/7383 Emphasis: None Extensive None None Medical Assessed: Not Assessed Exam Not Assessed Not Assessed AUSP Au.D. Assessment Report Cover Sheet 2010 18 Audiology ASP 5112/7221 Instrumentation in Audiology & Speech Pathology ASP 516V/7092 Independent Research ASP 5123/7335 Advanced Psychoacoustics ASP 5132/7222 Speech Perception ASP 5133/7367 Infant-Toddler Communication: DevelopmentAssessment ASP 5163/7320 Auditory Based Speech/Languag e Intervention ASP 5142/7223 Electrophysiologi c Assessment of the Auditory System II ASP 5152/7261 Organization and Administration ASP 5153/7334 Pediatric Audiology ASP 5162/7224 Genetics of Hearing Loss ASP 5172/7225 Implant Device Technology ASP 5173/7365 Counseling in Communication Disorders ASP 5182/7226 Outcomes Research and EvidenceBased Practice ASP 520V/7087 Topics in Audiology ASP 5212/7227 Hearing Conservation ASP 5222/7228 Professional Issues in Audiology & Emphasis: Assessed: None Not Assessed Paper None Not Assessed None Not Assessed None Not Assessed Emphasis: Assessed: None Not Assessed None Not Assessed None Not Assessed None Not Assessed Emphasis: Assessed: None Not Assessed None Not Assessed None Not Assessed None Not Assessed Emphasis: Assessed: Extensive Exam Project Extensive Exam Project None Not Assessed None Not Assessed None Not Assessed None Not Assessed None Not Assessed None Not Assessed Emphasis: Assessed: None Not Assessed Extensive Exam Project None Not Assessed None Not Assessed Emphasis: Assessed: Extensive Exam Project None Not Assessed None Not Assessed None Not Assessed Emphasis: Assessed: None Not Assessed None Not Assessed None Not Assessed None Not Assessed Emphasis: Assessed: None Not Assessed None Not Assessed None Not Assessed Emphasis: Assessed: Extensive Exam Project None Not Assessed None Not Assessed None Not Assessed None Not Assessed Emphasis: Assessed: None Not Assessed None Not Assessed None Not Assessed Emphasis: Assessed: None Not Assessed Extensive Exam Project Extensive Exam Project None Not Assessed Extensive Exam Project Emphasis: Assessed: None Not Assessed None Not Assessed Extensive Paper None Not Assessed Emphasis: Assessed: None Not Assessed None Not Assessed None Not Assessed None Not Assessed Emphasis: Assessed: None Not Assessed None Not Assessed None Not Assessed None Not Assessed Emphasis: Assessed None Not Assessed None Not Assessed None Not Assessed Extensive Exam Project Emphasis: Assessed: AUSP Au.D. Assessment Report Cover Sheet 2010 19 Speech Pathology ASP 5223/7384 Amplification Emphasis: Assessed None Not Assessed Extensive Exam Project None Not Assessed None Not Assessed None Not Assessed ASP 5232/7229 Audiology: Practice Management ASP 5233/7385 Audiologic Rehabilitation: Children ASP 5243/7386 Audiologic Rehabilitation: Adult ASP 5253/7351 Amplification II Emphasis: Assessed None Not Assessed None Not Assessed Extensive Exam Project Emphasis: Assessed None Not Assessed Extensive Exam Project None Not Assessed None Not Assessed Emphasis: Assessed None Not Assessed Extensive Exam Project None Not Assessed None Not Assessed Emphasis: Assessed: None Not Assessed None Not Assessed None Not Assessed Emphasis: Assessed: Extensive Exam Extensive Exam Project None Not Assessed ASP 5263/7350 Evaluation & Treatment of the Balance System ASP 5282/7282 Learning Disabilities ASP 5293/7392 Multicultural Issues in Communicative Disorders ASP 530V/7193 Independent Study ASP 5352/7263 Sociolinguistics None Not Assessed None Not Assessed Emphasis: Assessed: None Not Assessed None Not Assessed None Not Assessed None Not Assessed Emphasis: Assessed: None Not Assessed None Not Assessed None Not Assessed None Not Assessed Emphasis: Assessed: None Not Assessed None Not Assessed None Not Assessed None Not Assessed Emphasis: Assessed: None Not Assessed None Not Assessed None Not Assessed None Not Assessed AUSP Au.D. Assessment Report Cover Sheet 2010 20 APPENDIX A Au.D. GRADUATE EXIT SURVEY Department of Audiology and Speech Pathology The primary goal of the Department of Audiology and Speech Pathology is to prepare the graduate to function as a competent audiologist or speech-language pathologist. This survey is designed to help the department faculty determine its’ strengths and areas needing improvement. All data will be kept confidential and will be used for program evaluation purposes only. BACKGROUND INFORMATION: Name:_____________________________ Address: _______________________________ Phone Number:______________________ Email address:___________________________ Have you accepted a professional position? _______________________________________ If so, where?________________________________________________________________ Consider each item separately and rate each item independently of all others. Circle the rating that indicates the extent to which you agree with each statement. Please do not skip any rating. If you do not know about a particular area, please circle NA. 5 = Strongly Agree 4 = Generally Agree 3 = Neutral (acceptable) 2 = Generally Disagree 1 = Strongly Disagree NA = not applicable. I. KNOWLEDGE BASE (Cognitive Domain) The Program: A. Helped me acquire the knowledge necessary to function in my work setting NA 5 4 3 2 1 B. Prepared me to identify and interpret pertinent data from patient charts/records. NA 5 4 3 2 1 C. Prepared me to identify and interpret pertinent diagnostic and prognostic data NA 5 4 3 2 1 4 3 2 1 4 3 2 1 D. Helped me to acquire the knowledge necessary to recommend and conduct appropriate therapeutic procedures. 5 NA E. Trained me to use sound clinical judgment while functioning in this work setting. NA AUSP Au.D. Assessment Report Cover Sheet 2010 5 21 II. III. IV. CLINICAL PROFICIENCY (Psychomotor Domain) The Program: A. Prepared me to perform the clinical skills appropriate for my level of training 5 NA 4 3 2 1 B. Prepared me to perform accurate patient assessments. NA 5 4 3 2 1 C. Prepared me to perform and interpret diagnostic procedures. NA 5 4 3 2 1 D. Prepared me to perform appropriate therapeutic procedures. NA 5 4 3 2 1 A. Prepared me to communicate effectively in a clinical setting. NA 5 4 3 2 1 B. Prepared me to conduct myself in an ethical and professional manner. NA 5 4 3 2 1 C. Taught me to manage my time efficiently while functioning in a clinical setting. NA 5 4 3 2 1 BEHAVIORAL SKILLS (Affective Domain) The Program: ADDITIONAL COMMENTS OVERALL RATING: Please rate the OVERALL quality of the program in Communication Disorders and Sciences (please circle one) 5 = excellent 4 = very good 3 = good 2 = fair poor 1= Were any of the practicum or traineeship sites to which you were assigned within a one hour drive of your residence when you were a student? Yes No If yes, approximately what percentage of them was within that distance? ________% Please identify two or three strengths of the program. AUSP Au.D. Assessment Report Cover Sheet 2010 22 ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ __________________________________________ Please make two or three suggestions to further strengthen the program. ________________________________________________________________ ________________________________________________________________ ____________________________ THANK YOU! DATE:___________ Graduate Exit Survey/May, 2009 AUSP Au.D. Assessment Report Cover Sheet 2010 23 APPENDIX B Au.D. Graduate Course Evaluation Section 1 Form Instructor Last Name: Instructor First Name: Course # # Students Course Name Semester College of Health Related Professions Student Evaluation of Instruction Instructor: Course #: Course Name: Please mark your answers in the bubbles on the right using the scale shown. This Not this NA = Not Applicable/No Opinion 5 = Strongly Agree 4 = Agree 3 = Neither Agree Nor Disagree 2 = Disagree 1 = Strongly Disagree Speaks Audibly and Clearly 1 O 2 O 3 O 4 O 5 O Fluent in English O O O O O Organizes Presentations O O O O O Lectures Cover Objectives/Goals O O O O O Discusses Current Developments O O O O O Stimulates Thinking and Discussion O O O O O Keeps Scheduled Appointments O O O O O Treats Students with Respect O O O O O Demonstrates Enthusiasm O O O O O Tests Cover Course Objectives O O O O O After you have marked your answers, give this sheet to the Proctor face down. PLEASE DO NOT FOLD AUSP Au.D. Assessment Report Cover Sheet 2010 24 APPENDIX C Audiology Clinical Skills Evaluation AUDIOLOGY CLINICAL SKILLS COMPETENCY FORM ASP 540v/ AUSP 7v91: Practicum in Audiology Instructions: Please complete for your practicum or externship student at mid-term and final, and return a copy to the practicum or externship coordinator at mid-term and final. This form may be completed electronically, saved, and e-mailed to [email protected]. Supplemental forms on pages 7 and 8 are optional and not required. Clinician: _____________________ Clinical Instructor: _________________________ Semester (circle): Fall/ Spring / Summer 20______ Year: _______ (I, II, III, or IV) Facility: ______________________________________________________________ Number of Practicum Hours Attained this Semester at Midterm: ______________________ Number of Practicum Hours Attained this Semester at Final: _________________________ PROFESSIONAL PROTOCOL: Please indicate acceptable behavior with a “P”, areas needing improvement with “LP” and areas of unacceptable behavior with an “F”. Attach a written explanation regarding areas of difficulty. Professionalism (IV-B, B1) Mid Final A. Code of Ethics B. Responsibility C. Punctuality D. HIPAA/FERPA E. Dress Code At any time exhibited behaviors violate the standards of our profession, the clinical instructor involved will immediately notify the Director of Audiology (501-569-3155). It is not necessary to wait until mid-term or final to begin notification. The Director of Audiology will determine the best course of action in consultation with the clinical instructor involved and the academic faculty. A final grade of “F” in any of the above competencies will automatically result in a final practicum grade of “C” for the semester and/or termination of clinical privileges. INFECTION CONTROL: AUSP Au.D. Assessment Report Cover Sheet 2010 25 Please indicate acceptable behavior with a “P”, areas needing improvement with “LP” and areas of unacceptable behavior with an “F”. Attach a written explanation regarding areas of difficulty or unacceptable behavior. It is expected that good Infection Control practices are consistent and maintained by the end of Year I. Infection Control (IV-B) B12. Universal precautions Mid Final If a student receives an “F” at mid-term, the clinical instructor will develop a remediation plan with notification to the academic advisor. If an “F” is received at final, the clinical instructor involved will immediately notify the Director of Audiology (501-569-3155). A formal remediation plan will be developed. A final grade of “F” for infection control will result in an overall clinic grade of “C” for the semester. Failure to achieve and maintain a “P” by the end of Year 1 may result in termination of clinical privileges. Professional Communication Skills Please indicate satisfactory behavior with an “S”; any unsatisfactory behavior with a “U”; could not assess with ‘CNA.’ Attach a written explanation regarding any unsatisfactory behavior with recommendations for remediation. Note: The decision to assign an ‘S’ or ‘U’ should be commensurate with the student’s semester and year of enrollment as well as their familiarity and experience with the practicum in which they are placed. It is expected that by the end of Year II that all students consistently maintain an ‘S’ in all areas of communication skills. Written Communication Skills (IV-A, A1) Consistently and accurately conveys professional information from coursework, supervisory input, clinical activities & other resources. Consistently and accurately writes and comprehends technical reports, diagnostic and treatment reports, treatment plans, and professional correspondence. Consistently and accurately uses professional writing conventions, terminology and style to clearly communicate information in a manner consistent with audience and/or clinical setting. Mid-term Final Oral/ Nonverbal Communication Skills (IV-A, A1) Consistently and accurately uses oral communication that demonstrates speech and language skills in English, which, at a minimum, are consistent with ASHA‟s most current position statement on students and professionals who speak English with accents and nonstandard dialects. Consistently and accurately conveys correct information from course work, supervisory input, clinical activities and other resources. Consistently and accurately describes behaviors of client & patient. Nonverbal language, including but not limited to affect, eye Mid-term Final AUSP Au.D. Assessment Report Cover Sheet 2010 26 contact, tone, or body language, is consistently appropriate for clinical interactions. Consistently models appropriate communication in all clinical settings and provides appropriate clarification to clients, family members, or other professionals when needed. Oral & nonverbal communications are appropriate for the cultural, socioeconomic, and semantic needs of the audience. If a student receives an “Unsatisfactory” at mid-term for any of the written/oral/nonverbal communication skills, the clinical instructor will develop a remediation plan with notification to the academic advisor. If the receives an “Unsatisfactory” at the end of the semester, the Director of Audiology and academic advisor will be notified (501-569-3155). Additionally, the student’s grade for that semester of clinic may be lowered. Failure to remediate, as evidenced by not achieving and maintaining satisfactory performance (“S‟) in all areas by the end of Year II may result in termination of clinical privileges. DESCRIPTION OF CLINICAL SKILLS COMPETENCIES RATING SCALE: 0= Absent: Clinically absent, but may have had coursework 1= Taught: Specific direction from supervisor required to perform clinical skill 2 = Emerging: Beginning to correctly apply knowledge in course and clinic assignments. 3 = Present: Demonstrates basic knowledge level and integrates knowledge with skills, with supervision. 4 = Advancing: Demonstrates basic knowledge level and integrates knowledge with skills, with occasional supervision. 5 = Independent: Demonstrates advanced understanding and integrates knowledge and skills independently; recognizes when to ask for /seek consultation. (-) = Not Applicable Enter rating into applicable cells. Using ratings of 1.5, 2.5, etc., is acceptable. Mid-term and Final score for this scale is determined as a ratio of the number of skills met (relative to expected rating) and the total number of skills assessed. Expected Rating by End of Year Mid Final I II III IV Preparation: clinical set-up, 3 4 4 5 familiarity with patient history Attitude: Initiative, motivation to 3 4 5 5 learn and implement feedback Patient Interaction Skills (IV-C, D, E) C1, D1, E1. Patient Interaction 3 4 4.5 5 Prevention and Identification Skills (IV-C) (e.g., screening) C2-C6. Preschool ________ 3 4 4 5 OSHA ________ Wellness ________ Other ________ Evaluation Skills (IV-D) AUSP Au.D. Assessment Report Cover Sheet 2010 27 D2. Evaluate information/ develop patient profile/ chart review D3. Case History D4. Otoscopy/ external ear evaluation D5. Need for cerumen management D6. Selection of appropriate assessment measures 2 3 4 5 3 3 4 3.5 5 4 5 5 2 2 3 3 4 4 5 5 D12. Testing Interpretation D13. Recommendations and/or referrals D14. Explanation of results (adults) D14. Explanation of results (pediatric) Time Management 2 2 2 2 3 3 3 2 3 4 4 4 3 4 5 5 5 4 5 D7. Assessment: Instructions to patients Immittance Speech audiometry Air/Bone conduction Need for masking Air/Bone conduction masking Speech masking Total # Met | Total # Expectations 2 3 3 3 3 2 2 4 4 4 4 4 3 3 5 5 4.5 5 5 4 4 5 5 5 5 5 5 5 1 1 1 1 1 1 1 2 2 2 2 2 2 2 3 3 3 3 3 3 3 4 4 4 4 4 4 4 1 1 2 2 3 3 4 4 2 2 3 3 4 4 5 5 2 2 3 4 5 4.5 5 5 - 2 2 2.5 2.5 3 3 2 3 4 5 1 2 2 2 3 3 3 4 4 4 VRA/Play Audiometry: Speech Testing Conditioning Phase Threshold Search Phase Flexibility Reinforcement Speed of Testing Accuracy APD Assessment: Preparation/ setup/ testing Scoring/ decisions D8. Electrodiagnostic Assessment: OAE Preparation/ set-up/ testing Analysis/ decisions (pres/abs, rel) ABR (or others MLR, LLR, etc) Preparation/ set-up/ testing Analysis/ decisions (peak picking) D9. Balance Assessment (ENG/VNG) Preparation/ set-up/ testing Analysis/ decisions Treatment Skills (IV-E) E7. Hearing instrument assessment: Knowledge of circuits & HA selection ALD selection/ consultation FM selection/ consultation Ear impressions AUSP Au.D. Assessment Report Cover Sheet 2010 28 E8. Hearing aid dispensing/ repair: Pre HAE EA check, set-up and programming Troubleshooting and repair procedures E9. Hearing aid orientation Counseling, orientation, dispensing, and billing HA adjustment,modifications, and programming ALD orientation/ instruction E12. Verification measures REAR/ functional gain Earmold/ shell modification Treatment: Aural Rehabilitation (CI or HA): D10. AR Assessment/evaluation E2/E5. Develop treatment plans E3. Discuss treatment options Total # Met | Total # Expectations 3 4 5 5 2 3 4 5 2 3 4 5 2 3 4 5 2 2 1 - 3 3 2 2 4 4 3 3 4 5 5 4 2 1 1 3 2 2 3 3 3 4 4 4 Informational counseling Social/ emotional support counseling 2 1 3 2 4 3 5 4 E6. Collaboration with others E10. Aural Rehabilitation Session planning Auditory training Evaluation skills E11. Monitor and summarize outcomes E13. Admission/ discharge criteria E14. Be an advocate Documentation (IV-D,E) D15/E16. Documentation/ Records File complete and orderly Completed audiogram and other test items Chart note entries Reimbursement/ fee forms Time management D16/E17. Report writing 2 3 4 5 2 1 1 2 2 2 3 2 2 3 3 3 3 3 3 3 3 3 4 4 4 4 4 4 2 3 4 4 5 5 5 5 2 3 2 2 4 4 3 4 5 5 4 5 5 5 5 5 3 4 4 5 E4.Counseling Instrumentation (IV-B, D, E) B11/D13/D17/E18. Use of instrumentation Cochlear Implants D7/E7. Assessment & Treatment Skills (IV-E) CI AUSP Au.D. Assessment Report Cover Sheet 2010 29 Conditioned Play: Conditioning phase Threshold search phase Flexibility Speed of testing Accuracy Behavioral Observation: Conditioning phase Threshold search phase Flexibility Speed of testing Accuracy Visual Reinforcement: Conditioning phase Threshold search phase Flexibility Speed of testing Accuracy Speech testing: Appropriate test selection Administration Scoring Interpretation Total # Met | Total # Expectations D12/D14. CI evaluation and interpretation Psychophysics: Knowledge of devices, software and mapping techniques E7. Map rationale: Knowledge of mapping strategies and modifications E3. CI candidacy guidelines E8. Auditory Response Telemetry/ Neural Response Imaging E8. CI: Troubleshooting and repair E9. CI HAE/ Orientation D14/E9. Counseling: device features, programs, performance Time management Total # Met | Total # Expectations - - 3 3 3 3 3 4 4 4 4 4 - - 3 3 3 3 3 4 4 4 4 4 - - 3 3 3 3 3 4 4 4 4 4 - - 1 1 4 4 - - 1 1 4 4 - - 1 3 - - - 3 - - - 3 - - 1 - 3 3 - - 1 1 3 3 3 - - 3 5 Other Comments by Clinical Instructor AUSP Au.D. Assessment Report Cover Sheet 2010 30 Worksheet Counts from this page Counts from page 3 Counts from page 4 Counts from page 5 Total Counts Mid Mid-term: For Program Use Only: Final Notes ____ out of ____ skills assessed met = ____ % Final: ____ out of ____ skills assessed met = ____ % Reviewed at Mid-Term by Academic Advisor: __________________________________ Reviewed at Final by Academic Advisor: ______________________________________ SUPPLEMENTAL CLINICIAN FEEDBACK SUMMARY (MIDTERM): Clinician: ____________________ Instructor: _____________________ Semester: ____________________ Date: __________________________ Year (circle): I II III IV KEY EXPERIENCES: STRENGTHS/ACCOMPLISHMENTS: AUSP Au.D. Assessment Report Cover Sheet 2010 31 RECOMMENDATIONS FOR FUTURE CLINICAL GROWTH: AUSP Au.D. Assessment Report Cover Sheet 2010 32 SUPPLEMENTAL CLINICIAN FEEDBACK SUMMARY (FINAL): Clinician: ____________________ Instructor: _____________________ Semester: ____________________ Date: __________________________ Year (circle): I II III IV KEY EXPERIENCES: STRENGTHS/ACCOMPLISHMENTS: RECOMMENDATIONS FOR FUTURE CLINICAL GROWTH: AUSP Au.D. Assessment Report Cover Sheet 2010 33 APPENDIX D Form 75 Audiology Evaluation of Practicum Supervisors (Preceptors) (Developed from ASHA’s Position Paper: Clinical Supervision in Speech-Language Pathology and Audiology) Name of Supervisor:_______________________ Practicum Site:_________________ Semester/Year:____________/___________Date of Evaluation:__________________ A 5-point scale is to be used to rate the items listed below: 5 = Outstanding; 4 = Excellent; 3 = Good; 2 = Fair; 1 = Poor; NA = Nonapplicable The supervisor: 1. Establishes and maintains an effective working relationship with the supervisee._____ 2. Assists the supervisee in developing clinical goals and objectives. ______ 3. Assists the supervisee in developing and refining assessment skills. ______ 4. Demonstrates for and participates with the supervisee in the clinical process. ______ 5. Assists the supervisee in analyzing assessment and treatment sessions. ______ 6. Guides the supervisee in maintaining clinical records. ______ 7. Interacts with the supervisee in supervisory conferences. ______ 8. assists the supervisee in evaluating his/her clinical performance. ______ 9. Assists the supervisee in developing skills of report writing and editing. ______ 10. Models professional conduct. ______ Additional Comments: AUSP Au.D. Assessment Report Cover Sheet 2010 34 Rev Jan. 2001 AUSP Au.D. Assessment Report Cover Sheet 2010 35 APPENDIX E Consumer Evaluation of Clinical Services UALR/UAMS Speech-Language and Hearing Clinic Form 31 2801 South University, Little Rock, AR 72204 501-569-3155 Phone 501-569-3157 Fax EVALUATION OF CLINICAL SERVICES CLIENT’S NAME:_________________________________ DOB:_______________________ CLINICIAN: _______________________________ SUPERVISOR: _____________________ DATE: ____________ 5 = Excellent 4 = High Average 3 = Average 2 = Low Average 1 = Poor 0 - Does Not Apply 1. Prompt and accurate attention to request for information or appointment scheduling following you first contact with the facility 5 4 3 0 2 1 2. Efficient and prompt forwarding of reports 5 0 4 3 2 1 3. Courteous treatment by all clinic personnel 5 0 4 3 2 1 4. Special problems noted and assistance provided 0 5 4 3 2 1 5. Considerate answers to all questions 0 5 4 3 2 1 6. Appointments begun at scheduled time 0 5 4 3 2 1 7. Instruction in how to manage the communication problem outside this clinic 0 5 4 3 2 1 8. Clear communication of the results of the evaluation and/or therapy 0 5 4 3 2 1 9. Referral to appropriate service facilities if necessary 0 5 4 3 2 1 AUSP Au.D. Assessment Report Cover Sheet 2010 36 10. Clear statement of recommendation 0 5 4 3 2 1 11. Clear statement of how recommendations are to be implemented 0 5 4 3 2 1 12. Opportunity to ask questions after an evaluation or therapy 0 5 4 3 2 1 13. Performance of services at the Speech & Hearing Clinic 0 5 4 3 2 1 14. Student clinician conducts himself/herself in a professional manner 0 5 4 3 2 1 15. Level of confidence instilled in you by your student clinician 0 5 4 3 2 1 5 4 3 2 1 17. Conferences held away from the presence of nonprofessional personnel 0 5 4 3 2 1 18. Overall acceptability of services received at the Speech and Hearing Clinic 0 5 4 3 2 1 16. Professional appearance of student clinician 0 COMMENTS: ______________________________________________________________________ ______ ______________________________________________________________________ ______ ______________________________________________________________________ ______ ______________________________________________________________________ ______ ______________________________________________________________________ ______ AUSP Au.D. Assessment Report Cover Sheet 2010 37 Appendix F Audiology Externship Site Evaluation AU.D. STUDENT EXTERNSHIP SITE SUMMARY OF SERVICES Please complete this form and return it to: Audiology Fourth Year Placement Coordinator, Speech & Hearing Clinic, 2801 South University Avenue, University Plaza Suite 600, Little Rock, AR 72204-1099, or Fax to: (501) 569-3157 Name of Site: Date: AuD Student: Address of Site: Contact Person(s) at Site: Contact’s E-Mail Address: Contact’s Phone: Fax: Experiences Provided at Site: Populations Served: _____ General Diagnostics _____ Adults _____ Neonatal Screening _____ Neonates _____ Analog or Digital Amplification _____ Infants/Toddlers _____ Sound Field or Personal FM Amplification _____ School Aged Children _____ Assistive Listening Devices _____ Auditory Processing or Learning Disabled _____ Cochlear Implant Eval & Mapping _____ Developmentally Disabled _____ Cochlear Implant Rehabilitation _____ Orthopedically Handicapped _____ Middle Ear Implants _____ Cerebral Palsied _____ OAE _____ ENT Surgical Patients _____ ENG/VNG _____ Out-Patient Rehab Unit _____ Rotational Chair _____ In-Patient Rehab Unit _____ Posturography _____ Ototoxicity Patients or Nephrology Unit _____ Vestibular Rehabilitation _____ Head Injured or CVA Patients _____ ABR/AEP _____ Cleft Palate (Team) _____ MLR, AMLR, &/or ALR _____ Developmental Assessment Clinic _____ P 300’s/Event Related Potentials _____ Neurology/Neuro-otology Patients _____ Electrocochleography (Ecog) or VEMP _____ Psychiatric/Behaviorally Disordered _____ SSEP or EMG _____ English as a Second Language _____ Visual Evoked Potentials (VEP) What Languages? _____ Intraoperative Monitoring _____ Auditory Processing Evaluation _____ Audiologic Rehab/Auditory Training _____ Tinnitus Rehabilitation _____ Other Populations: _____ Industrial Audiology _____ Educational Audiology _____ In-Service Training/Presentations _____ Research Participation _____ Business Operations AUSP Au.D. Assessment Report Cover Sheet 2010 38 Type of Site: (check all that apply) _____ General Hospital _____ Pediatric Hospital _____ VA or Other Adult Hospital _____ _____ _____ Rehabilitation Center ENT Clinic Other Clinic _____ _____ _____ Industrial Audiology School/Educational Audiology Audiology Private Practice Student’s Overall Opinion of Site: AUSP Au.D. Assessment Report Cover Sheet 2010 39 EXTERNSHIP EXPERIENCE SUMMARY AU.D. STUDENT FINAL REPORT Please complete this form and return it to: Audiology Fourth Year Placement Coordinator, Speech & Hearing Clinic, 2801 South University Avenue, University Plaza Suite 600, Little Rock, AR 72204-1099, or Fax to: (501) 569-3157 Student Clinician: Semester/Year: 1. Name of Externship Site: 2. How many preceptors did you have? 3. Did you feel your responsibilities were important or significant, and not just “busy work?” Why? Please give examples. 4. Did your responsibilities as a student reflect the wide range of those carried out by the staff audiologists? Please give specific examples. 5. Did you have adequate working space and equipment to carry out your responsibilities? Please explain. 6. Were you given adequate supervision? Please explain. AUSP Au.D. Assessment Report Cover Sheet 2010 Please list their names & ASHA #’s: 40 7. Did your academic training adequately prepare you for this externship? Please explain. If not, where were the weaknesses in your academic program? 8. Did your clinical training adequately prepare you for this externship? Please explain. If not, where were the weaknesses in your clinical education? 9. What strengths did you feel you took with you to this externship? (eg: personal, clinical) 10. Were there any “surprises?” What were they? 11. On a scale of 1 (terrible) to 10 (excellent), how would you rate this externship experience overall? 12. Would you recommend this externship site to other students? Why? 13. What suggestions would you have for other students planning a similar externship? AUSP Au.D. Assessment Report Cover Sheet 2010 41 14. ASHA Clinical Population Estimate The following information is needed by the university for its annual ASHA accreditation reports. Please estimate caseload numbers in each of the categories below based on an average academic term. (It may be easiest to estimate these numbers for a typical month, then multiply by 3; this gives a conservative caseload estimate for a typical 3-month semester.) The numbers should reflect the entire caseload for the externship site, i.e., the total number of patients seen at the site by the entire clinical staff, not just those patients or clients who were seen by you as a student intern. Name of Site: CATEGORY ACADEMIC TERM AVERAGE NUMBER OF CLIENTS PER Total Children Adults Hearing Evaluation Audiologic Rehab Selection/Use of Amplification Assistive Devices Cochlear Implants Other Implants Hearing Screening Electrophysiology/Evoked Potentials Vestibular Assessment Vestibular Rehab Other (Specify) AUSP Au.D. Assessment Report Cover Sheet 2010 42
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