RÉSUMÉ
Background: Spatial hearing questionnaire (SHQ) is a questionnaire developed and validated for evaluating the spatial hearing abilities for the tasks of localization of sound to complex task of speech perception in noise. SHQ is adapted in Dutch language, and in Persian language. The study aimed to compare the spatial hearing abilities of children using bimodal cochlear implant and unilateral cochlear implant using spatial hearing questionnaire a subjective assessment tool, SHQ. Methods: The participants of the study included parents of 30 cochlear implant using children of age range 5-10 years, among 30 participants, 16 belonged to parents of children using unilateral cochlear implant and 14 were parents of children using bimodal cochlear implants. SHQ consisted of 24 questions distributed under 8 domains and the responses from the parents were collected over telephonic interview and statistically analyzed across domains. Results: The results revealed that there was no significant difference observed between both the groups across all the 8 domains, except perception of children’s voice, showed statistical difference between 2 groups. The baseline of spatial skills in children population using unilateral and bimodal cochlear implants was analysed. Conclusions: Across the 8 domains of spatial hearing questionnaire there were no significant statistical difference found between unilateral and bimodal cochlear implanted groups.
RÉSUMÉ
Background: The attitude and opinion of internship experience as reported by students can be a useful data for effective monitoring of any academic program. Such methods are common practice worldwide, e.g., ASHA publishes survey reports annually. The present project was aimed at evaluating the perception and attitude of students of the internship program of speech and hearing sciences at the graduate level of DrSRCISH. Methods: The data was from 75 intern students posted at different rehabilitation, diagnostic and school setups. The study used a self-administered questionnaire in digital form (Google form) which had 22 questions in multiple choice or true/false statements. The questionnaire had three sections-demographic, experiences of the internship, and shortcomings in the internship. Results: Completed forms were received from the 31 out of 75 subjects. The forms were available for internees for a period of one month. Return rate was 41%. Current internship is able to provide diversity of internship training. Institution, special schools and Hospitals were the highest choices with 23%. The results support the principles of internship as formulated by RCI and ASHA. i.e. internship is necessary for clinical training programs. Supervision received, infrastructure, case load and working hours received favourable rating. The least favourite part of internship postings was logistics or travel concerns. Conclusions: The results of the data depict the effectiveness of the internship program on the professional - personal growth and skills of the students of speech and hearing sciences. Multidisciplinary working atmosphere, learning new skills were the strength of the program.