Introduction of a competency-based evaluation framework to assess clinical skills in undergraduates of BSc (Hons) in speech and hearing sciences in audiology

Abstract

Implementation of Competency-Based Curricula (CBC) and the use of valid and reliable methods in assessing clinical competence have taken the attention of medical educationalists in the last few decades. This system is known to promote the acquisition of knowledge and the development of necessary skills and attitudes for practising in relevant fields to meet the demands in the labour market (Santos, 2011). Audiology is a multidimensional field involving carrying out evidence-based and client/family-centred audiological practices, health promotion and wellbeing through appropriate communication and collaborations, lifelong learning, maintenance of ethical and professional behaviour, and advocacy. Audiology education programmes are offered at varying levels according to the requirements and resources available in different countries. In Sri Lanka, holders of the certificate of diploma issued by the Ministry of Health and graduates of the BSc (Hons) in Speech and Hearing Sciences in Audiology offered by the University of Kelaniya work as audiology technicians and audiologists, respectively in public and private audiology settings. The BSc (Hons) degree programme consists of four years of full-time study with a total of 120 credits on par with the Sri Lanka Qualification Framework (SLQF) level 6. The graduate profile of Audiology graduates is based on the three cardinal areas; (1) Audiologist as a clinician, (2) Audiologist as a researcher, and (3) Audiologist as a professional, all of which are compatible with the SLQF level 6 learning outcomes and level descriptors. The general competencies of the programme include knowledge, clinical skills, application, interpersonal skills, community health engagement and health promotion, evidence-based practice, professional ethics and integrity, and reflective practice. The curriculum includes theoretical modules and clinical practica across the four years. In the curriculum implemented from 2008- 2015, the clinical practica consisted of 21 credits contributing to 945 hours. These included clinical teaching, observations, supervised sessions, documentation, and independent work. The assessment of practica consisted of a set of summative examinations; Objective Structured Clinical Examination (OSCE), portfolio, case presentation, and viva voce (Table 1).