Audiology in the Year 2010

Virginia Ramachandran
Au.D. Student, Class of 2008
Wayne State University
Detroit, Michigan

Editor's note: This paper was one of the excellent "runner-up" submissions received for the 2005 NAFDA-AO writing contest. I think this paper reflects accurately represents the view many students share of the profession, and I hope you'll enjoy it.
Thanks Virginia! ---Dr. Douglas L. Beck, Editor-In-Chief
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Scary though it may be, 2010 is very near! We students of the class of 2008, sometimes have a hard time appreciating the fact that our profession will continue to change substantially over the next few years, as it always has, while we struggle with concepts and clinical skills used by licensed audiologists today, in 2005.

As students, we stand on the shoulders of audiologists, physicians, scientists, and engineers who came before us. Some of them appear mythical to the students of today. It is almost unfathomable that our predecessors were as innovative and creative as they were, and that their perseverance got us to where we are today. But the truth is -- they were once just like us. They were mere students trying to figure out what to do with their lives and careers. They studied, learned and asked for help, just like us. They depended on those who came before them for guidance and advice, and they struggled too, just like us. Yet somehow, they each found their niche. Despite setbacks and difficult decisions, they made their choices and persevered.

Advances in research by our predecessors are among the most mystifying developments for many of us. Most of us imagine researchers and scientists as a different breed; white lab coats, glasses, their objectivity and their brilliance.

However, in 2005, there is a shortage of Ph.D. students and academicians in our profession, and there is an urgent and important focus on evidence-based practices. Most of us enrolled in Au.D. programs are expected to produce our own research prior to entering the profession.

All these factors highlight a profession in which students and future audiologists can become active contributors to the professional body of knowledge, from which, all audiologists are consumers. Research facilitates a golden opportunity to move our relatively young profession to a new level, one upon which all audiologists will be skilled clinicians and responsible professionals, contributing methods and technologies that benefit all of us.

Why are so many of us so scared of research? Is it because we are afraid of the time commitment? Perhaps we think research will be boring and tedious? Are we afraid of disappointing our professors and mentors if we do something wrong? Perhaps we're just afraid of statistics! The truth is that probably all these things contribute to our profession's research aversion.

Interestingly, we're not scared of these same factors when it comes to clinical practice. The time commitment required for the Au.D. program certainly indicates we're dedicated! "Boring and tedious" - not in a busy clinic...no time to be bored! What about disappointing those we look up to? Although we have that opportunity every time we go to the clinic or classroom, and we didn't know what to expect in the first graduate class, or the first day of clinic, we managed just fine. And regarding statistics? It's do-able.

It's important to examine our fears to truly understand what we're afraid of, or at least to figure out why we're not producing more academicians and researchers within our profession. If we can honestly do this, we can begin to address our concerns in a rational way.

One way for students to become less afraid of research and perhaps one of the most important solutions is for the faculty to recruit students into ongoing research projects. The earlier that happens -- the better. Wouldn't it be a beautiful thing for each and every new student (Au.D. and other disciplines too) to be coupled to a faculty mentor, to guide us through the research process?

Many students are timid, and the thought of asking our professors for direct help and assistance and guidance is arguably un-nerving. Many of us think the professors simply don't have time for us. However, I imagine many professors view their students as apathetic or simply not interested in research. Therefore, we have an unofficial stalemate. We each presume the other's inflexibility and in the final analysis -- we go nowhere. Not many new students entertain thoughts of research as their career goal. However, if we can systematically include students in the research process, while developing an academic relationship with a research mentor, the opportunity for the student to become a competent and ambitious researcher increases.

Importantly, the mentoring relationship is a two-way street. It is up to the student too, to be patient, hard-working, dedicated, and above all -- enthusiastic participants in this process.

Another important avenue for the facilitation of researcher is the private sector. We all know hearing aid and cochlear implant manufacturers are indeed generous with their support of graduate programs and professional education. As a result of their generosity, students are able to learn about products and services which would likely be otherwise unavailable.

What about if these same manufacturers found a way to include graduate students into their ongoing hearing aid and cochlear implant research processes? For-profit enterprises have the best motivation to translate research into actual products benefiting consumers, and I believe when we actually observe research outcomes improving the lives of patients, we would become more engaged in research. The more opportunities we have to participate in research, the more we will participate.

Unfortunately, as students, we have little control over what we are offered. Certainly we can make our concerns and needs known through constructive suggestions to our faculty and through the advocacy efforts of student and professional organizations. However, it is ultimately up to each of us to take initiative in finding opportunities to participate in research. Although this may seem intimidating and difficult, it is important for each of us to develop maturity in our ability to problem solve and to make effective use of resources available to us.

How to start?

There is no specific road map. Each situation is different, as are the individuals involved in that situation. However, one way to learn about research is to identify a mentor. Ask questions, of students, instructors, professionals and your advisor. Find out if faculty members would allow you to participate in whatever research they're currently doing. Keep in mind that it really doesn't matter if their research matches your particular interests. What matters most is that you have the opportunity to see research in action.

As you participate in your mentor's research, you'll develop your own understanding of the research process and develop skills to become more independent. You will also find that you have ideas and suggestions to improve research experiments and you may have new interpretations of existing data too - and that means, you are starting to think like a scientist!

Those of us expected to do research as part of our coursework should also seek new and exciting research opportunities. Keep in mind -- just because research is part of our coursework, doesn't mean it's easier. The more you participate and the earlier you begin, the easier it will be when it is time to "officially" do your own research project. By that time, you'll have a greater understanding of the process and you'll have a deeper understanding of the literature and background information too.

Another way to be involved in research is to survey research done by other students. You can learn what other students are doing by attending presentations at your university, or by attending professional state and national conventions. Poster sessions and presentations found at conventions and meetings can help you appreciate what students can accomplish in the research domain. Additionally, you'll be supporting the research work of other students. As you'll find when you participate in research, you can become extremely invested in your research question, and if you're lucky enough to experience that cerebral investment, the results will be as exciting as the question and the process itself. When you express interest in research by your fellow students, your curiosity and interest will be highly valued. You should pay close attention to presentations by students, because after you complete your research project, you will likely present your research too.

Another way to participate in the research process is to critically review the latest journals from our many professional organizations. You could easily start a "journal club" which could meet every two weeks, and each student could give a 10 minute presentation based on a recent article. Instead of sticking them on your bookshelf, take a look through them. You may find articles that help you with your current research interests or endeavors. The beauty of doing research yourself is you'll better appreciate the research others do, and you'll be better able to critically evaluate the work of others. Producing research helps you become a wiser consumer of research.

In the final analysis, what audiology becomes in the year 2010 is up to the current crop of students. Whether audiologists who graduated before us roll their eyes or shake their heads when they view our skill set, or whether they say "WOW!" is essentially up to us. If we want to push the frontiers, as our predecessors did, we can do so. We have all the opportunity in the world. It would be a shame to waste the potential of our universities, our faculty, and ourselves!

We have an opportunity to be innovators and researchers, clinicians and leaders. Hopefully we'll find it within ourselves to make our profession all that it can be. Five years doesn't seem like much, but in a time of genuine transition, it can be all we need to further evolve.