Audiology.

The course unit comprises the following parts:

• Participation in an approved summer course or course (in a partner institution) abroad
• Following a recognized language course in preparation for an international mobility for placements
• International module on paediatric rehabilitation
• Interdisciplinary work: participation in English group
• Health promotion: participation in English group
• Best practice exchange groups and case histories SLT: participation in English group
• Instrumental phonetics using Praat Software
• Voice Disorders
• Autism - Research and Treatment

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This course is related to several other profession-specific courses and focuses on the integration of knowledge and skills on an interdisciplinary level. It has both the intention to deepen the knowledge and to learn the students to explore unknown territory. Students can choose to work on the topics screening, prevention, education or health care education.

The course unit comprises the following parts:

• Several prevention models with their goals, advantages and disadvantages
• Structure of screening procedure, information and / or prevention campaign
• Communication channels to address prevention, education and health care education

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The speech-language pathologist or audiologist needs to build constructive relationships with clients and be empathic towards the network of the client and needs to act with respect for diversity. In this course unit, students learn about cultural diversity and intercultural communication.

This course also focuses on how the profession and the programs are organized abroad. The student makes a comparison of the profession or program in Flanders with the profession or education in a country of their choice.

The course unit comprises the following parts:

• Cross cultural perspectives concerning health
• International dimension of the profession of speech therapist / audiologist
• Communicating with foreign colleagues about the discipline
• Profession in an international social context
• Processing international sources regarding the discipline
• Other cultures
• Different ways of thinking and communicating
• Communication and working with people from different cultures
• Reflection on similarities and differences between their own culture and other cultures

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During this internship program, the student explores further the working field of the audiologist. The student is gradually involved into the audiological activities, after observing he comes to the audiological activities under the supervision of an audiologist. The student reports the observations and his/her own actions and writes cases and a paper.

The student must already carry out some audiological acts independently, other are confined to participation or observation. Within this course the student is introduced to the two settings in which an audiologist may work (clinical audiology and prosthetic audiology). The student accomplishes internship within these two settings.

Once we have received your application, we will do our utmost to organize an internship for you. However, as the number of internships for audiologists and speech therapists in Flanders is limited, we cannot guarantee this. Should we not be able to offer you an internship, it can be replaced by other course units of the international program.

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The course consists of the following components:

• meetings with students from other programs to elaborate on a case within an interdisciplinary team
• developing meeting techniques
• developing knowledge and understanding of responsibilities and vision of other disciplines
• developing a treatment through the perspective of the student’s own discipline
• drawing up common treatment goals and an individual treatment plan

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Quality of life: an interdisciplinary perspective + spring school (6 ECTS)

In this course we focus on the shifts in care and support of people in vulnerable living situations. The concept of ‘Quality of Life’ is presented as an intersectoral framework, across target groups in the daily support of people in vulnerable living situations. More and more attention is given to active involvement of the client and his/her network with its needs, wishes and supports as starting point. These evolutions are influenced by the the socio-ecological model of health, inclusive citizenship as outcome measure and a focus on human rights in the care and support of people in vulnerable living situations. In this course students get understanding of the history of the concept Quality of Life, the different models of Quality of Life and the support paradigm as a way to implement Quality of Life in daily practice. Attention is given to the implications of implementing this Quality of Life framework for professionals working in the orthopedagogical field. The course unit supports a potential integration of the treated content into professional activities either during an internship or in the field in the future.

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Entrepreneurship/social entrepreneurship (3 ECTS)

This course offers a profound understanding of (social) business modelling and aims to enhance the student’s entrepreneurial competencies. Ideas proposed by the students themselves will be developed into a real business project. Students work in small teams to achieve this goal.

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Survival Dutch (3 ECTS)

This course is an introduction to the Belgian cultural and political characteristics. At the same time, it is a language course: learning Dutch is the central goal. Daily situations are the starting point to learn grammar, vocabulary and specific skills to function in a Dutch speaking environment.

As a result, the student should be able to:

• Understand words and basic sentences about himself, family and close environment, when people are talking clearly and slowly
• Understand sentences and messages on billboards, announcements, etc.
• Use a number of expressions and sentences to describe oneself, family and other people, education, job, etc.
• Participate in a simple discussion, when other participants are prepared to talk slowly and repeat certain things if necessary. The student should be able to ask simple questions and give answers as long as it concerns topics that are familiar.

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Lean management in healthcare (3 ECTS)

This course focuses on the following aspects of lean management:

• What is Lean?
• Lean thinking
• Lean methods
• Lean & quality
• Value and waste

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Innovation in health and social Care (3 ECTS)

Challenges in healthcare and welfare systems will be explored in order to discover opportunities to innovate. We take a closer look to definitions of ‘innovations’, and discuss the different steps of the innovation cycle. We further explore the last step of the innovation cycle and investigate the degree to which innovation impact can be objectified. As part of the course students have to do two assignments: they are asked to select two challenges (national or local) health systems face today. As soon as the challenges are clearly described, students are asked to look for innovations related to these challenges. Students clearly describe and, based on a theoretical framework, discuss the innovations.

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Evidence based practice in health and social care (3 ECTS)

Health and social care professionals are increasingly expected to implement evidence based practices (EPB) in order to provide good quality care. This implies health and social care professionals have the necessary research knowledge and skills to access, assess and use appropriate research evidence. When making decisions, health and social care professionals have to link this scientific evidence with to individual expertise and patient preferences.

This course prepares students in health and social care for their role as evidence-based professional.

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Start locally, debate globally (3 ECTS)

The U!reka debates can be the stage of the U!reka partner institutions that offers university and university college students, teachers and interested parties a forum for reflection on those relevant social, cultural and scientific themes.

At the beginning of each semester, one kick-off session is given by the organizing institution with detailed information about the course. This will be followed by an opening lecture. The other partners organize two lectures, one in each semester, with the same theme given by experts from various fields or disciplines.

Each lecture is followed by a debate or by questions from the audience. Partner institutions can follow the lectures via live stream.

Study Guide U!reka Debates