Genetics Content in the Graduate Audiology Curriculum

A Survey of Academic Programs

¹ Gallaudet University, Washington, DC
² Towson State University, Towson, MD
³ University of Virginia School of Medicine, Charlottesville

kathleen.arnos{at}gallaudet.edu

Astounding progress has been made in the identification and characterization of genes for hearing loss, which has led to an increasing role of genetics evaluation and testing in the diagnostic process for children with hearing loss. The importance of health professionals such as audiologists gaining core competencies in genetics has been recognized. The current report describes a survey of academic programs in audiology designed to determine the extent to which genetics content is included in the curriculum. Responses from 56% of existing academic programs indicate that 95% include some genetics content in their programs, with the total number of classroom hours ranging from 2 to 65. Most programs included information on basic genetic mechanisms, syndromes, and interpreting family history information, while many fewer reported covering the molecular basis of hearing loss, genetic testing, or ethical or legal issues. The results of this survey demonstrate the need to incorporate more genetics content into audiology curricula and suggest strategies for assisting audiology faculty with this process.

Key Words: genetics, audiology, curriculum

Submitted on June 9, 2004
Accepted on August 14, 2004

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