Learning objectives

KNOWING AND BEING ABLE TO APPLY
- all appropriate tools for obtaining a detailed anamnesis
- subjective and objective diagnostic methods useful for identifying auditory and vestibular disorders
- an analysis of audiological disorders also in a diagnostic-differential key
- use of currently validated psychometric instruments to assess the impact of imbalance on quality of life and psychological distress
- examination methods for the detection and diagnosis of hearing loss induced by acoustic trauma in working environments
KNOWING HOW TO PERFORM
- electro or videonystagmography
- video Head Impulse Test and Funcional Video Head Impulse Test
- caloric tests
- myogenic vestibular evoked potentials of the brainstem
ANALYSING AND KNOWING HOW TO DESIGN
- preventive and diagnostic interventions for the hearing impaired according to their social, cultural and physical conditions
- a research programme in the hearing impairment field: defining objectives, selecting case studies, choosing survey instruments, collecting data, analysing results
AUTONOMY OF JUDGEMENT:
- in integrating knowledge and managing complexity, as well as in making judgements on the basis of limited or incomplete information, including reflection on the social and ethical responsibilities associated with the application of their knowledge and judgements, such as in the field of congenital deafness
- in being able to detect or suspect the presence of an alteration in the physiological framework of the auditory system that is outside their competence
- in making care decisions consistent with the legal, ethical and deontological dimensions that regulate health organisation and professional responsibility
- in knowing how to interpret the morpho-functional abnormalities of the organism found in the various hearing disorders
- in knowing how to analyse hearing aid and rehabilitation needs through the assessment of hearing impairment and disability
- in knowing how to assess the application and use of the hearing aid, collaborating in the planning of the rehabilitation intervention
BEING ABLE TO COMMUNICATE
- clearly and unambiguously with specialist and non-specialist interlocutors;
- and listen carefully in order to understand and synthesise relevant information on all issues, understanding their content;
- with the person with imbalance in order to take care of him/her and his/her family by applying the fundamentals of relational dynamics
- with colleagues and co-workers by passing on their knowledge, cultural and ethical heritage
- with trainees and colleagues by managing supportive training and tutoring activities oriented towards lifelong learning
- with users, other professionals, social-health structures and other components where their professional competence is required
ABILITY TO LEARN
- critically reading scientific articles
- learning the basics of research methodology and developing programmes
- by participating in interdisciplinary research groups

Learning assessment procedures

Oral examination with traditional interrogation. The production of papers, digital presentations, reports and interpretations of even complex clinical cases, analysis of a literature article on peculiar instrumental pictures may be required. The professor or tutor will assess the skills acquired also by conducting on-field tests without any instructions or guidance documents.

Evaluation criteria

Good critical skills, clear and linear presentation using specific terminology, ability to summarise, pragmatism in the technical-clinical approach