The Professional Doctorate in Audiology Students’ Perspectives Clinical Focus: Grand Rounds
Clinical Focus: Grand Rounds  |   July 01, 1996
The Professional Doctorate in Audiology
 
Author Affiliations & Notes
  • Michael Davenport
    Department of Communication Sciences, Temple University 265-62, Philadelphia, PA 19122
  • Elizabeth S. Kennedy
    Department of Communication Sciences, Temple University 265-62, Philadelphia, PA 19122
Article Information
Hearing Disorders / Professional Issues & Training / Clinical Focus / Grand Rounds
Clinical Focus: Grand Rounds   |   July 01, 1996
The Professional Doctorate in Audiology
American Journal of Audiology, July 1996, Vol. 5, 36-40. doi:10.1044/1059-0889.0502.36
History: Received March 30, 1995 , Accepted October 24, 1995
 
American Journal of Audiology, July 1996, Vol. 5, 36-40. doi:10.1044/1059-0889.0502.36
History: Received March 30, 1995; Accepted October 24, 1995
A heated debate has occurred over the past 7 years (Binnie & Goldstein, 1990; Goldstein, 1989; Hood, 1993; Humes et al., 1992) as to whether the current educational model for audiology education adequately prepares students for the professional workplace (Binnie & Goldstein, 1990; Humes et al., 1993). Ensuring that students master an expanding corpus of knowledge before entry into the profession has proven to be very challenging for traditional 18–24 month graduate programs (Humes et al., 1993). Hence, many audiologists and academicians have proposed upgrading the level of entry to the profession to that of the AuD (Doctorate of Audiology) (Binnie & Goldstein, 1990; Caccavo, 1992; Goldstein, 1988; Goldstein, 1989; Hood, 1993; Loavenbruck, 1990). Considerable discussion has focused on the advantages and disadvantages of such an action, and alternative models have been proposed (Humes et al., 1992; Humes et al., 1993). Surveys, position papers, committee reports, journal articles, and letters to journal editors have all been outlets for this discussion.
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