Onboarding

Onboarding

  1. Obtain a UW email (complete by March 1)
    • You will receive an email and an application for a UW email at your school email.
    • Email Lisa Mancl your UW NetID user name, so that next steps can be initiated.
    • Set up your UW NetID for email using UW Exchange Online
  2. Complete UW LEND Registration and email all documents to Lisa Mancl (complete by April 1)
  3. Wait to hear back from your preceptor, Lisa Mancl, that all documents are complete and next steps are ready.
  4. Complete electronic medical records registration and training (Complete by June 1)
    •  Set up UW Medicine account: go to myuw and log in with your UW net ID. Locate the “UW Medicine Computing Services” section and click “Change your UW Medicine password”. The link may read “Retrieve and change your UW Medicine password” instead of “Change your UW Medicine password”.
    • Complete training through the Learning Management System: go to the UW Medicine Learning Management System and log in with your UW NetID and password.  Use the guidelines. Find the “To Do” section in the middle navigation panel and the “EHR EpicCare – Audiology Students” curriculum. Click on the small arrow to expand the list of modules. Note that in some browsers it is difficult to see the small triangle that must be expanded to see all of the green start buttons. Training modules include:
      • EpicCare Training
      • Protecting Patient Information (HIPAA) Training
      • Refresher Training – this module covers infection control
      • Print the completion certificates for your training modules
    • Send documentation of completion of UWMC  training to lmancl@uw.edu by May 30
  5. Complete registration for using the WA EHDDI Database (complete by May 30)
  6. Obtain UW Medical Center ID badge in-person on first day of externship

Orientation

Review documents before first day of clinic

Complete first week of clinic

  • Complete a room and supplies orientation: orient yourself to the location of supplies and equipment in all test rooms/suites using the “map” and walking through every room and identifying equipment and supplies
    • 1st floor of IHDD
      • Room: a lunchroom available for use by students with microwave and refrigerator and snack and drink machines.
      • CD150 classroom (across the courtyard): for Monday LEND Seminars
    • 2nd floor of IHDD:
      • IHDD Front Desk and waiting room
      • Offices for clinical coordinators: rooms 207, 208, 209
      •  Laundry room: room 277
      • 2nd floor Conference Room for team meetings: 246
    • 4th floor of IHDD
      • IHDD faculty offices
      • 4th floor refrigerator and microwave
    • 3rd floor of IHDD
      • 3rd floor conference rooms: rooms 301, 365
      • 3rd floor waiting room
      • Room 341 is the Observation and Audiology meeting room
        • Keys: keys to open the audiology clinical rooms are located in the student desk
        • Forms: chart review forms
        • Resources: hearing technology notebook, family resource notebooks
        • Computer: the computers in 341 have access to the EPIC electronic medical record system using your UWMC ID/login as well as parent education materials in a folder on the desktop.
        • Standing files of patient charts: charts for upcoming patients
        • File cabinet: patient charts for all permanent patients in IHDD Audiology
        • Supplies: office supplies are located in the upper wall cabinets
      • Rooms 339/340 is the behavioral test booth suite
        • Patient side (339):
          • Ear tips for testing and tape for securing eartips, container for dirty tips
          • VRA centering toys
          • CPA games
          • VRA/CPA assistant receiver
        • Control room (340):
          • audiometer, VRA reinforcer DVDs and control boxes, CD player for speech audiometry, blank audiograms ,VRA worksheets
          • recorded speech materials and response books
          • outcome measure questionnaires
          • remote mic DM transmitter for communicating with assistant
      • Room 342 is used for Immittance/OAE, hearing technology and counseling of parents.
        • Cabinet near door (C, D):
          • additional supplies of eartips and paper for equipment
          • tools for cleaning OAE and tympanometry probes
          • FM and HAT consignments devices
          • Device user manuals
          • Patient devices to be fit
        • Cabinet near table (A, B):
          • Computer: for reviewing/printing OAE data and for NOAH and hearing aid programming. If the computer has been logged off, the log-on password is located on the cabinet door below the computer. Printer/scanner is for scanning clinical data for clinical reports.
          • Earmold supplies: ear dams, impression material, earlights, syringes, splead pad, earmold boxes, tubing, tube cutters/stretchers, superglue.
          • Hearing aid supplies: batteries, battery doors, earhooks, supplies for RITE and open fit, hearing aid care kits and patient care supplies (lubricant, ear clips, dry kits, wax loops, double-sided tape, listening tubes, earmold blowers)
          • Demo hearing aids, earmold examples
      • Rooms 331/332 are the ABR test room suite.
        • Patient side (332):
          • blue cabinet: Patient preparation materials (alcohol wipes, gauze pads and Nu-prep), eartips and tape, electrodes and clean pillowcases
        • Control room side (331)
          • ABR worksheets
          • BAER equipment: Biologic NavPro system.

Schedule and Rotations

Externs should expect to participate in 45 weeks of full-time (40 hours per week; 4 10-hour days Mon-Thur) clinical experiences.

 

2024-25 Externs Dates

  • Start date: Monday, June 17, 2024
  • Holidays:
    • June 19
    • July 4
    • September 2
    • November 28, 29
    • December 25
    • January 1
    • January 20
    • February 17
    • May 26
  • Vacations
    • December 23, 2024-January 2, 2025
    • Vacations will be arranged 3 months in advance.
  • LEND Orientation: Monday, Sept 9, 2024
  • EHDI Conference: March 9-11, 2025 in Pittsburg
  • LEND Leadership Day: June 2, 2025: an all-day seminar at IHDD with LEND trainee slide and poster presentations, followed by a UW LEND Audiology evening celebration.
  • End date: June 5, 2025

Goals and Assessment

  • Extern goals
    • Learning profile : Externs will complete a learning profile and share with preceptors during the first week of the quarter. The learning profile should address:
      • My clinical strengths include:
      • Clinical and interpersonal areas in which I feel I could improve:
      • My clinical practice goals for this quarter include:
    • Weekly Intentions: Externs are expected to come to clinic each week with an “Intention of the Week” and incorporate into clinical practice and communications with families. Externs will share their intention with their preceptors by writing on the whiteboard in the student office. Weekly intentions can be based on the extern identifying a specific skill to work on or from the Weekly Intentions list.
  • Preceptor Evaluation
    • Weekly Feedback: Externs will receive daily verbal feedback from preceptors. Preceptors and externs will regularly discuss progress and identify areas for growth.
    • End of quarter evaluation: Primary preceptors will summarize feedback from preceptors in end of quarter evaluations in evaluation software
      • August
      • December
      • May
  • Expectations for Clinical Skills
    • 1st Quarter (Summer): Establish a Foundation of Skills
      • By the end of the 1st quarter, the extern should be able to perform some functions without assistance but may need frequent instruction and/or modeling from preceptor, particularly for new experiences. By the end of the 1st quarter, the extern should have a foundation of skills in all areas.
    • 2nd Quarter (Autumn): Build Skills
      • By the end of the 2nd quarter, the student extern should be able to perform most functions without assistance and need occasional instruction and/or modeling from preceptors. Student externs should be incorporating preceptor feedback into skill development.
    • 3rd quarter (Winter): Refine Skills
      • By the end of the 3rd quarter, the student extern should be able to perform most skills independently with input  from preceptor for complex skills, as needed. The extern should incorporate critical thinking into clinical decisions.
    • 4th quarter (Spring): Lead
      • By the end of the 4th quarter, the student should be able to perform all skills independently and seek out consultation input from preceptor. The extern plans sessions, leads appointments and debriefing sessions. The extern seeks out research and resources independently and provides resources to families.

Weekly Intentions

Welcome the whole family Audiologist includes all present family members in the appointment.

We set the tone for the appointment, by welcoming the family to the collaborative conversation.

In situations where we’re meeting the family for the first time particularly when seeing the family for a new consultation, it is helpful to get their input on what information they already have

 Identify names and family roles of those present.

Use eye contact and direct communication with every family member.

“You’re here to learn about your child’s hearing today. “

 

“I want to make sure we use our time together today to address your questions and concerns.”

“What do you want make sure we cover during this consultation today?”
Small Talk Informal conversations when walking down the clinic hallway, or when waiting between clinical measures/activities. Small talk has the power to break the ice, build connections, calm an individual/family who is uncertain about the visit or procedure. Greet the family appropriately and remember correct pronunciation of first names. Safe topics of discussion are about the family’s journey to get to the clinic, the weather, logistics of finding building/rooms. Signpost about what’s going to happen next.
Body and Facial Language Body and facial language of the audiologist play a significant role in the effectiveness of the conversation. Position yourself in a chair so that you can communicate with all family members; avoid standing. Use good attending behaviors with eye contact and leaning forward. Avoid focusing on your notes on your clipboard or spending too much time documenting.
Inclusive terminology Choose words that are clear and family-friendly and not “loaded” with other meanings. Measure  vs Test;

Hearing level vs hearing loss;

Identify vs diagnose;

evaluate vs test;

did not pass vs fail
No Cheerleading We sometimes add comments that show some value judgment of the findings when it isn’t necessary to comment either way.

When families share information with us we can get in a pattern of responding with responding with a “cheerleading response” instead of a neutral response.

 “He shows hearing levels in the typical range today…these findings align with your perspective that he is responding well to sound” instead of “He has normal hearing…good news!”

If a family states “We don’t have any concerns for how he is talking” we can respond with  just a nod or “That’s helpful information” instead of ”that’s great”.
Cross-check equipment Use of a systematic approach to ensure that equipment is set correctly before starting testing Audiologist talks to self out loud while checking equipment settings.

Cross-checks with test assistant prior to starting.

Audiometer: STELR method (stimulus, transducer, level, ear, (reinforcer)) for both channels
Ready to listen Ensure that patient is attentive and ready prior to presenting stimuli. Audiologist determine readiness before presenting by checking in.

Test assistant  facilitate the child’s readiness: “get ready”, “Listen”, “voice off”,
Maximize child participation and choice The audiologist and assistant use strategies to motivate the child to participate with positive reinforcement and providing choice. “A few more than we’re done”

“Three more and then we’ll change games”

“Do you want to do this one first or this one?”

Use a variety of CPA games and give the child choice of game, as needed.

Use a visual schedule or star chart to help the child “chunk” completing tasks.
Get it the First Time Obtain an accurate measure on the first attempt by setting up equipment appropriately and getting the audiologist and patient in a position that allows accurate implementation. Appropriate tip size and test parameters are selected first.

Audiologist has patient ear at eye level.

Parent and assistant use passive restraint and distraction toy when needed.
Inter-stimulus interval ISI=the time between stimulus presentations The audiologist varies the ISI to avoid patterning and encouraging the individual to respond falsely.
Conditioning and Probe trials Conditioning: VRA: audiologist pairs the stimulus and the reinforcer at an audible level

Probe trials: audiologist presents an audible stimulus to determine if the child is conditioned; Threshold search begins after a response on a probe trial; if no response, conditioning trials continue.

 

 Used primarily in VRA and CPA testing, but may be useful in conventional audiometry.
Response bias Audiologist is “invested” in the patient responding which influences strategies of interpreting responses and ultimately impacts validity of results. Patient thresholds at last visit should not be used as an expectation of current thresholds.

Adhere to the bracketing staircase protocol and only repeat a trial if the trial is considered a toss trial due to inattention.
Reluctant responder Individual  who is reluctant to respond to audible stimuli Audiologist: provide more conditioning trials

Assistant: VRA: shaping, less interesting centering toy;

CPA: model with parent and assistant playing CPA game

 
False responder Individual who responds when there is no stimulus Audiologist: if unsure of the validity of the response, do not reinforce/do not credit as a response; increase level until individual responds consistently

Assistant: VRA: increase interest of centering toy; CPA: provide negative reinforcement: “no sound” ,“wait for the sound”
Social reinforcement Providing encouragement for the patient’s response. VRA: point to reinforcer after it is activated, “you get to see the doggie”

CPA: “Good listening” “You’re working hard” “that was a little one”

 
Cross-check principle Behavioral and physiologic measures are integrated into a complete evaluation to confirm results across various procedures. SRT/SAT= cross check of frequency-specific thresholds

OAE and acoustic reflex=cross check of ABR, behavioral
Diagnostic Efficiency Use of a personalized order of testing that starts with the measures identified as being the most crucial for the assessment. The audiologist reviews the child’s previous audiological records, determines what assessment measures are highest priority.
Open-ended questions Open-ended questions trigger reflective conversations which prompt families to think more deeply about their experiences and actions, while letting them know that you care. These conversations prepare the ground for families to help themselves and create an atmosphere for self-management, rather than one where hearing care professionals drive the agenda.  “How is he hearing at home?”

“Tell me about his communication skills.”

“Tell me about how it’s going with incorporating hearing aids into your daily lives.”

“What works for you when he removes his hearing aids?”

“How do you feel like this information fits with your perspective on his hearing?”

 
Acknowledge Acknowledgments are powerful ways to acknowledge the individual’s perspective: the individual feels heard and validated.  “It’s hard to see the impact of hearing differences in young children.”

“It’s understandable that from your perspective he is hearing well…”

“You’ve worked really hard to…”

“It’s working for you to…”

“It sounds like you’re comfortable with ….”

“On one hand you realize the hearing aids help her and on the other hand you see that she hears pretty well without them.”

“It sounds like your concerns about people’s comments and questions about his hearing aids are limiting you having him wear them outside of your home.”
Silence We all benefit from moments of silence during the conversation, to pause and think.

 

 Resist the urge to fill silence when you’re uncomfortable.
Listen to Understand Be present in the moment and seek to understand the family perspective. Avoid listening to respond and listening to judge. Use personal strategies to focus your attention on what the parent is saying as well as what they’re having a hard time saying.
Summarize and Translate Audiologists are effective in communicating complex audiological information when results are summarized into family-friendly phrasing, Start with an overview of the findings. Follow with a few short sentences translating the impact of the hearing loss. Avoid describing tests.

 

 “She has hearing differences; this is a permanent hearing difference.”

“He has fluid in his ears that is causing a partial temporary hearing loss”

“She can hear louder sounds, but not softer sounds”.

 
Illuminate Illuminate the impact on auditory access, communication, learning, and brain development.  Address unique aspects of the impact of special populations (e.g., UHL, ANSD). Interpret outcome measures to provide insight into the impact  for this child with or without hearing technology, or both. “Hearing differences affect communication and learning.”

“Brain development is impacted by limited access to communication and learning.”

“Listening effort happens when a child strains to hear and results in fatigue”

 
Family Perspective Based on what limited information we have we can start to form some hypotheses about the perspective the family might bring to the appointment. Prior to meeting with a family, think about how you might individualize the conversation for the family.

It may be helpful to think about what stage the family is at on their journey of acknowledging, addressing, accepting hearing loss.

 

 Where is the family at in developing resiliency for addressing communication and learning?

Is resistance where the family is at right now?

How are family resources a factor in their journey?

 

 
Family resiliency Resilient families have inner strength and the ability to respond to change and challenges. Resilient families may experience emotional responses to the challenges, but they are able to find their way on their journey. Families, children and teens vary in their level of resiliency over time.

 

 The audiologist tries to meet the family where they are at on their journey and understands their capacities without passing judgment.
Family culture The family culture includes beliefs and behavior and explains how they view the world and what they value.

The family views of raising children, deafness/disability, and healthcare are particularly impactful in our work with families.

 The audiologist recognizes their own cultural background related to child rearing, deafness/disability, and healthcare and does not make assumptions about families’ cultural perspectives but strives to understand their perspective.
Neutral perspective When we pause to consider our own perspective for the consultation, we can work on facilitating a neutral but supportive perspective for the conversation. What are my objectives for the consultation?

I’m wondering where they’re at with considering how to address their child’s hearing.

What are the family’s barriers to using hearing technology right now?

Do I have a hidden agenda for this family?
Calm and Supportive Families may bring worries and frustrations to the visit, but the calm and supportive tone of the audiologist sets the stage for the patient and family’s experience. Audiologist expresses to the family the commitment to provide them with information and support.

“I’m here to help you…”

 
Signpost Provide a summary/signpost to transition to the next stage of the conversation. A summary statement can acknowledge the importance of the discussion but also signal that it might be a good time to move on to other tasks to accomplish during the visit.

 

 “We’ve been talking about X…; I’m wondering if you’re ready to move on to talking about ..Y.”

“We’ve been talking about X; I’m thinking that we should come back to this discussion either later today or at the next visit, so we can make sure we accomplish some other measures that we planned for today’s visit”.

 
Person-centered terminology A disability-centered perspective categorizes and classifies based upon deficits.    A person-centered perspective promotes the strengths and capabilities of an individual. Child who is DHH vs hearing impaired child;

Child with typical hearing vs normal hearing child

.
Strength-based terminology A strengths-based approach to working with individuals with disabilities focuses on their skills and abilities rather than a deficits-based approach that focuses on what they are not able to do. “Maria uses a few signs and some vocalizations for her communication”.

“Michael’s hearing aids provide him with sound awareness”.

“Child can identify 40% of conversational level words” vs “child has poor ability to identify words”
Just in Time Information Provide information and resources that meet the needs of the family at the moment.

Use a list of questions (the Sound Beginnings/Sound for Life questionnaires) to give families ideas of information that might be helpful to them on their journey

  “Do you need some more detail about…?”

“What additional information would be helpful for you?”

“What would be helpful for you in exploring…?”

“Is this a good time for us to talk about…?”

 
Shared decision making The hearing care providers bring experience and knowledge to the partnership about what works on average and in typical ways. The family brings expert knowledge on their life, circumstances, and what matters most to them. Good communication and a good relationship are required to enable both parties to talk freely about the choices and to weigh the pros and cons of a course of action.
Roll with Resistance Resistance is a natural reaction for families dealing with the unexpected challenges of raising a child who is DHH. The family culture will impact the intensity and duration of the family resistance.

 

 The audiologist remains calm and listens when families express resistance to recommendations or options

“What works best for your family right now?”

“It sounds like you’re not ready to explore that option…what are next steps for you?”
Empathy Empathy is the capacity to understand how others experience the world. Empathy vs sympathy

“This is unexpected information….this is a lot to take in” vs “I’m sorry”
Foster Joy Bring joy into the conversation in our work with families Help families to build connections with their children.

“When do you feel really connected to your child?

“What experiences with your child have brought you joy recently?”

Responsibilities

Professional Conduct

  • Externs are expected to have professional conduct in  interactions with families, with fellow students,  preceptors, and colleagues. Externs dress appropriately for clinic, with no open-toed shoes, non-sleeve tops/dresses, shorts. At IHDD, externs can wear either professional clothing or medical scrubs (UWMC or personal).  Working with children involves sitting on the floor, and a lot of bending and squatting;  clinic outfits should be comfortable and modest during these clinic maneuvers. In accordance with UW Medicine guidelines, UWMC ID card must be worn on entering all UWMC and IHDD buildings. UW Medicine and IHDD require a fragrance-free workplace.
  • Clinic rooms are cell-free zones, so leave your cell phone in your office.
  • Computers in clinic rooms are for UW work only, not personal use. Printers can be used for printing clinical documents and family resources.

Attendance/Punctuality

    • Regular attendance every week is a requirement and arranged absences must be approved by your preceptor 3 months in advance. If you are ill and will not be able to attend a clinic, contact your preceptor by email or phone as soon as possible so that accommodation can be arranged.

Report deadlines

  • First drafts of your reports should be completed by the end of the next workday.
  • Your preceptor will complete edits by the following day.

Clinical hours

  • Documentation of hours
    • Externs document their clinic hours within their student evaluation software systems each week. Externs should document both time spent with the patient and family as well as preparation time and report writing time, consultation time, using the guidelines specific to the student’s university.
    • You are required to accrue a total of 1800 hours during your 4 years of your AuD program. Up to 10% (180) hours can be accrued using clinical simulation (observing, case-based learning).

Clinical Learning Opportunities

  • Externs will be expected to participate in clinical education activities during times between patients including case-based learning, practice with equipment and protocol, evaluation and selection of hearing technology, professional presentations, development of family resources, etc.

Room Use/Building access

  • The clinic building doors are unlocked 7:30am to 5:30pm. Students may remain in the building after 5:00pm to complete reports and chart review. Students must wear ID cards at all times during clinic and while in the clinic building and need to be dressed professionally any time in the building, as patients are present.

 Privacy

  • Disposal of patient information: Due to HIPAA regulations, you are required to appropriately dispose of all written and electronic information containing patient information at the end of every week. Delete all patient name and hospital numbers from files to be saved. If you have handwritten or printed documents containing patient information, these documents must be placed in the bin in room 341 to be shredded.

LEND Responsibilities

For your UW LEND training, you are required to:

  • Attend Monday LEND seminars at 12:30-1:45pm on Zoom and 1st Monday workshops at 12:30pm-3:30pm in person in CD150 (Sept-May)
  • Attend Monday LEND Audiology seminars at 4:00-5:00pm on Zoom (no Audiology seminar on 1st Mondays); use the syllabus in the shared folder and/or the calendar on this website to access readings.
  • Use the UW LEND Syllabus and Activity tracker for guidance on seminar/workshop topics and associated readings and resources and check off requirements as you complete them.
  • Attend ECHO sessions: Attend 1 per quarter: either Orange Cohort on 1st and 3rd Wed at 11:30am-1:00pm or ECHO IDD sessions on the 2nd and 4th Wednesdays 8:30am-10:00am. ECHO Programs – Clinical Training Unit (uw-ctu.org)
  • Attend Adolescent Transition sessions: 1 per quarter of ALL LEND sessions (Sept 30, Jan 13 and Apr 14 at 2:30-3:30pm ) and 1 per quarter Roots2Wings Thursday evening session on the 2nd Thursday 6:30-8:30pm. Recordings will be available. instead. Adolescent to Adult Transition Learning Series – Clinical Training Unit (uw-ctu.org)
  • Observe interdisciplinary assessments and attend team meetings.
  • Complete quarterly LEND reflections/feedback.
  • Develop a LEND Leadership Project and present poster/presentation at LEND Leadership Day.
  • Attend the EHDI Conference in March.

Safety

Universal Precautions and Infection Control

Health monitoring

  • Student externs are not permitted to come to work if the extern is ill.

Wearing masks and face shields or goggles

  • Wear your home mask when you enter the building and walk to your office. Use a face mask during all appointments with patients. Use an N95 mask instead of a surgical mask for high risk appointments.

Hand sanitizing

  • Students and providers are required to use hand sanitizer when entering and leaving the test room and before and after touching a patient.
  • Wash hands in bathroom with warm water and soap.

Equipment and room cleaning

  • Clean hearing aids/earmolds prior to hearing aid/earmold trouble-shooting and verification
  • Clean rooms, furniture and equipment
    • At the end of every appointment, providers and students clean the surfaces of door knobs, equipment, furniture and toys that were touched by the patient and family members and providers using gloves and  sanitizing cloths.
    • Clean reusable of ear tips.
    • Ensure that furniture is  ready for the next patient and all supplies are returned to cabinets
    • Turn on air purifier and close test room door at the end of the appointment, to clear the air between patients. Turn off the air purifier during appointments.
  • Safety in accessing rooms:
    • The test rooms at IHDD have unusual steps and thresholds that children and families can easily trip on and injure themselves. Always escort families across these thresholds/steps in/out of the test rooms every time.

Work-life Balance

Transportation

  • The IHDD is located at 1701 NE Columbia Road, behind/south of the UW Medical Center: map and IHDD directions
  • You can get to the IHDD building by public transportation, walking, biking, or driving your car.
  • There are bike racks outside the 1st floor of IHDD.
  • Parking on campus is typically $14 to $17 for all day parking or $4 per hour: The S1 parking garage next to IHDD or E18 parking next to Husky Stadium are the closest options.
  • The Health Sciences Express is a free shuttle bus that runs from UW Medical Center to Harborview Medical Center, and UW Medicine-Roosevelt Clinic. The UW Fred Hutch South Lake Union is a free shuttle bus that runs from UW Medical Center to Fred Hutch and South Lake Union. For both shuttles, the UWMC RR wing bus stop is across the street from IHDD on Columbia Way.
  • You can get a UPASS as a more affordable option for using public transportation. A Temporary UPASS can be purchased at the Transportation Services office for $150 per quarter.

Life balance

  • Professional Self-care
    • Practice self-care in your personal life . Mindfulness and self-care are personal practices that keep you healthy and emotionally balanced. Mindfulness practice outside of the work place helps you develop skills of positive regard, sensitivity and empathy for the families you work with. Audiologists are at risk for compassion fatigue and professional burnout. Use self-care strategies during the work day.
    • In the few minutes before you meet with a family, center yourself by using relaxation strategies like deep breathing and bring awareness to worries you have about the session and use a personal calming statement.
  • Leisure activities

Housing

  • There are many platforms for finding an apartment or house either independent or shared including craigslist, and Airbnb long-term rentals.
  • The Radford Court Apartments are owned by UW but are open to non-UW students. Great quiet location next to a huge park and on a short bus ride to UW with relatively easy access to groceries, etc.

Conferences

LEND Trainees have the opportunity to attend the EHDI Conference every year; the conference typically takes place in March and the location varies.

The schedule below highlights important parts of EHDI

  • Saturday: Travel day
  • Sunday:
    • 9:00am-2:00pm: conference sessions-registration required for Sunday sessions
    •  1:00-4:00pm: LEND Trainee Workshop
    • 5:00-6:00pm: Student kick-off
    • 7:30-9:00pm: Student mixer
  • Monday
    • 6:45-8:00am: Breakfast provided in the exhibit hall/7:00-7:50am-student networking
    • 8:30am: Sessions start
  • Tuesday
    • 6:45-8:00am: Breakfast provided in the exhibit hall//7:00-7:50am-student networking
    • Conference ends at approximately 5:00pm
    • Travel to Seattle Tuesday evening

Meal allotment:

  • $18 breakfast, $19 lunch, $36 dinner
  • Meals covered:
    • Sat:  dinner
    • Sun: breakfast, lunch, dinner
    • Mon: (breakfast provided) lunch, dinner
    • Tues: (breakfast provided) lunch, dinner
  • Keep your receipts for hotel, conference registration, and ground transportation. You do not need to keep food receipts; you will be reimbursed for the above meals at the rate above.

Stipend

  • UW LEND externs receive a LEND stipend distributed in payments in August, December, March, and June.
Where Pediatric Clinical Care and Leadership Training Intersect
intersect-mobile
Onboarding

Onboarding

  • Complete electronic medical records registration and training (Complete by May 15)
    •  Set up UW Medicine account: go to myuw and log in with your UW net ID. Locate the “UW Medicine Computing Services” section and click “Change your UW Medicine password”. The link may read “Retrieve and change your UW Medicine password” instead of “Change your UW Medicine password”.
    • Complete training through the Learning Management System: go to the UW Medicine Learning Management System and log in with your UW NetID and password. Find the “To Do” section in the middle navigation panel and the “EHR EpicCare – Audiology Students” curriculum. Click on the small arrow to expand the list of modules. Note that in some browsers it is difficult to see the small triangle that must be expanded to see all of the green start buttons. Training modules include HIPAA training and bloodborne pathogen training. Print the completion certificate for your HIPAA training.
  • Obtain UW Medical Center ID badge in-person on first day of externship (June 1, 2020)

Orientation

  • Review the details in the General Guidelines document
  • Review the Pediatric Assessment Protocol guidelines for age-appropriate testing and interpretation
  • Review the Chart Review and Report Writing guidelines
  • Review the Conversations guidelines
  • Review the Hearing Technology guidelines
  • Review the Equipment guidelines
  • Complete a room and supplies orientation: orient yourself to the location of supplies and equipment in all test rooms/suites using the “map” and walking through every room and identifying equipment and supplies
  • 1st floor of CHDD
    • Room: a lunchroom available for use by students with microwave and refrigerator and snack and drink machines.
    • CD150 classroom (across the courtyard): for Monday Core Seminars
  • 2nd floor of CHDD:
    • Offices: 207, 208, 209: office for clinical coordinators
    • Room 277: laundry room
    • 2nd floor Conference Room for team meetings: 246
  • 3rd floor of CHDD
    • Keys: keys to open the audiology clinical rooms are located on top of the right reinforcer in the behavioral test booth (room 339). Return the key immediately after use so others have access. Hang the booth padlocks on the hook inside the control room doors.
    • Room 341 is the Observation and Audiology meeting room
      • Forms: chart review forms, and developmental checklists.
      • Computer: the computer in 341 has access to the EPIC electronic medical record system using your UWMC ID/login as well as parent education materials in a folder on the desktop.
      • Standing files of patient charts: charts for upcoming patients
    • File cabinet: patient charts for all permanent patients in CHDD Audiology.
  • Rooms 339/340 is the behavioral test booth suite
    • Patient side (339):
      • Ear tips for testing and tape for securing eartips, container for dirty tips
      • Centering toys for VRA (blue box)
      • play audiometry toys (small cabinet)
      • Audiology keys (on top of right reinforcer)
    • Control room (340):
      • audiometer, VRA reinforcer DVDs and control boxes, CD player for speech audiometry, blank audiograms ,VRA worksheets
      • recorded speech materials and response books
      • outcome measure questionnaires
    • Room 342 is used for Immittance/OAE,hearing technology and counseling of parents.
      • Cabinet near door (C, D):
        • additional supplies of eartips and paper for equipment
        • tools for cleaning OAE and tympanometry probes
        • FM and HAT consignments devices
        • Device user manuals
        • Patient devices to be fit
      • Cabinet near table (A, B):
        • Computer: for reviewing/printing OAE data and for NOAH and hearing aid programming. If the computer has been logged off, the log-on password is located on the cabinet door below the computer. Printer/scanner is for scanning clinical data for clinical reports.
        • Earmold supplies: ear dams, impression material, earlights, syringes, splead pad, earmold boxes, tubing, tube cutters/stretchers, superglue.
        • Hearing aid supplies: batteries, battery doors, earhooks, supplies for RITE and open fit, hearing aid care kits and patient care supplies (lubricant, ear clips, dry kits, wax loops, double-sided tape, listening tubes, earmold blowers)
        • Demo hearing aids, earmold examples
      • Rooms 331/332 are the ABR test room suite.
        • Patient side (332):
          • blue cabinet: Patient preparation materials (alcohol wipes, gauze pads and Nu-prep), eartips and tape, electrodes and clean pillowcases
        • Control room side (331)
          • ABR worksheets
          • BAER equipment: Biologic NavPro system.
Assessment

I am text block. Click edit button to change this text. Lorem ipsum dolor sit amet, consectetur adipiscing elit. Ut elit tellus, luctus nec ullamcorper mattis, pulvinar dapibus leo.

Documentation

I am text block. Click edit button to change this text. Lorem ipsum dolor sit amet, consectetur adipiscing elit. Ut elit tellus, luctus nec ullamcorper mattis, pulvinar dapibus leo.

Work-life Balance

I am text block. Click edit button to change this text. Lorem ipsum dolor sit amet, consectetur adipiscing elit. Ut elit tellus, luctus nec ullamcorper mattis, pulvinar dapibus leo.

Section