JCPSLP Vol 15 No 2 2013

5 Lecturers/CEs Students valued the insights and assistance of their CEs and university staff in providing them with information, support and guidance when working with clients and their families. They appreciated CEs and university staff taking time to help them prepare for their experiences and for providing constructive feedback to enable them to expand their knowledge and improve their skills in future sessions. 6 Lecture notes Lecture and tutorial materials were considered a useful reference point for students who used them to recall information covered in subjects from previous years, but also to direct them to further references and resources for particular topics. Lecture materials were often downloaded onto USB and portable hard drives which made them easier (and lighter!) to transport to the sites of WPL than textbooks. 7 Diagrams Students reported the creation and use of diagrams to assist in their recall of information, particularly for anatomical knowledge was valuable. Sometimes the process of creating these diagrams was sufficient to aid their recall, while at other times the diagrams were used as a reference throughout the duration of their WPL experiences. 8 Templates Students appreciated being provided with templates to assist with timely and appropriate documentation while completing their WPL experiences. Templates that identified the type of information to be included and the structure

preferred by the WPL site assisted students to complete administration tasks such as preparing session notes and writing reports in an efficient and effective manner. 9 Checklists Frameworks for conducting assessments and analysing results were useful for students to ensure they examined appropriate structures and functions and interpreted the outcomes accurately. These frameworks often took the form of checklists that students could use as a reference while completing clinical tasks, such as bulbar assessments and oromotor examinations. They were also used to guide the analysis of results from assessments such as videofluoroscopies, and for aiding students to write comprehensive progress notes following such assessments. 10 Assessment tasks The completion of assessment tasks during the first three years of their studies was regarded as useful for student learning and preparation for WPL experiences. Some of these assessment items (e.g., Toolboxes) involved the collection or creation of resources that the students were then able to use in sessions with clients/families.

Correspondence to: C/- Dr Jane McCormack Lecturer, Speech Pathology Program Charles Sturt University PO Box 789, Albury NSW 2640 phone: (02) 6051 9224 email: jmccormack@csu.edu.au

Resource review Speech pathology resources

an array of topics, each clearly labelled. Hearing Aids deals comprehensively with the structure of hearing aids, audiology assessment theory, practical diagnostic and assessment tasks. It also covers post diagnostic information including the technical management of equipment and personal management of clients. Harvey’s book also discusses the management challenges affecting clients outside the audiology clinic. It seems relevant that speech-language pathologists and teachers of deaf people have access to this text so they to have a comprehensive reference to develop a good understanding of the assessment process of hearing impairments and the equipment involved. The high level of technical detail is clearly relevant to audiologists, engineers and technicians; however, it is also an essential reference for other professionals who would not necessarily have this information to hand. The range of content covered in Hearing Aids and its style of presentation makes this book user friendly. I would recommend it as an everyday management reference for those in non-clinical settings.

Dillon, H. (2012). Hearing aids (2nd ed.). New York: Thieme; ISBN 978-1604068108

Helen Harrington-Johnson

Harvey Dillon’s second edition of Hearing Aids provides an invaluable resource to audiologists, clinicians, engineers, technicians, and students as well as all those who work with people with hearing impairments. The hardback text reflects Harvey’s immersion in the theory and practice of assessment, diagnosis and management of hearing loss. This book is set to become the “bible” for of all those who have hearing aids or are working with people who wear them. The synopsis provided at the beginning of each chapter summarises the technical and practical aspects dealt with in the specific topics of each chapter. Key issues are highlighted throughout the book with the addition of clear, easy-to-read printable tables and checklists. These checklists are perfect for quick reference in clinics and are a really practical aspect to this book. Hearing Aids covers a wide range of topics, divided into clinically suitable themes. Within each chapter is

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JCPSLP Volume 15, Number 2 2013

Journal of Clinical Practice in Speech-Language Pathology