ReviewSeminars in hearing2026
Shaping the Future of Audiology: Current and Evolving Landscape of Audiology Education.
Review in Seminars in hearing, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The Doctor of Audiology (AuD) has served as the entry-level degree for more than 25 years, yet audiology education continues to evolve in response to changing healthcare delivery, expanding professional responsibilities, and persistent workforce challenges. This article reviews the historical development of AuD education and examines the current educational landscape through analyses of enrollment trends, degree production, accreditation standards, applicant pathways, curriculum design, and clinical education. Although educational reform alone cannot resolve the profession's broader workforce and economic challenges, the review argues that education remains a critical lever for preparing graduates to practice as autonomous healthcare providers. Key priorities include broadening and diversifying recruitment beyond traditional communication sciences pathways, adopting competency alignment, strengthening clinical reasoning through simulation and standardized assessment, reexamining the structure of the fourth-year externship, and aligning accreditation standards with contemporary practice expectations. The article further emphasizes the importance of professional identity formation and interprofessional education in preparing graduates for collaborative, patient-centered care. Collectively, these recommendations position audiology education as a dynamic and evolving enterprise that must continually adapt to advances in healthcare, workforce demands, and the profession's expanding scope of practice while maintaining educational excellence and public accountability.
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Registered trials
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