Skip to content
Downward facing arrows enclosed in a circle, accompanied by the text "learn more"

Request Information

Admission to the Doctor of Audiology (post-professional online) program requires certification/licensure as an audiologist. By checking this box, I certify I am professionally certified/licensed as a practicing audiologist.
Submit

Post-Professional Doctor of Audiology

Post-Professional Doctor of Audiology

Post-Professional Doctor of Audiology Program Online

A.T. Still University’s (ATSU) Post-Professional Doctor of Audiology program, previously referred to in the United States as the Transitional Doctor of Audiology program, is a tailored degree program configured around the unique needs of each practicing professional, offering flexibility and a full team of support. This program design offers the most personally relevant and rewarding route for current practitioners to pursue the AuD degree, making a difference in their future, the future of their patients, and the future of the profession of audiology. For general inquiries, please contact the Department of Audiology administrative assistant at 480.219.6124 or email trorie@atsu.edu. For questions related to program admissions, please contact an Enrollment Counselor (toll-free) at 877.469.2878 or onlineinquiry@atsu.edu.

Offered through ATSU’s Arizona School of Health Sciences (ASHS), this fully online program provides students with the flexibility to pursue advanced studies in the science of hearing and balance, to enhance their clinical practices with new skills and knowledge, and rekindle their passion for their profession while continuing to practice full-time.

The post-professional program curriculum is customized to each student’s individual learning needs and interests as a practitioner. The application and admissions process will involve evaluation of each applicant’s clinical experiences, purpose statement, letters of recommendation, and personal interview results for determination of program length and content.

Read More

The Post-Professional Doctor of Audiology program is a perfect option for working professionals. The new format will provide an asynchronous education model delivered by an interdisciplinary team of faculty and support staff to fulfill degree requirements allowing students some flexibility in course choices and pace of learning. Online faculty and global guest experts will provide a broad range of culturally and regionally pertinent topics to educate practicing audiologists to become practitioner-leaders and practitioner-scholars who can translate knowledge into practice and who are capable of serving as agents of change in new and expanded global arenas.

The Post-Professional Doctor of Audiology program offers two admission cycles with new cohorts of students beginning every July and January. Online classes encompassing the scope of practice of audiology and relevant professional and business topics are taught by world-class faculty. Courses are typically 10 weeks in length and course enrollment per class is managed to ensure a faculty-to-student ratio that promotes a high degree of individual attention.

Students will engage in innovative learning experiences through a combination of modern teaching techniques, web-based instruction, video demonstrations, directed readings, clinically applicable projects, and email and discussion board interactions with fellow students and faculty. Additionally, this unique curriculum provides a 4- week, virtual clinic component offering students the experience of applying course work in practical scenarios. Length of the online audiology degree program is two or three years based on the student’s clinical background experience.

A Doctor of Audiology degree from ATSU-ASHS is more than just a credential. Graduates join a history of healthcare innovation and a focus on whole person healthcare dating back more than 120 years. ATSU has educated more doctors of audiology than any other institution and is a leader in educating skilled and compassionate healthcare providers. A.T. Still’s founding mission and values of whole person healthcare underscore the University’s commitment to higher professional standards, passion for learning, and dedication to making a positive impact on healthcare service today by meeting unmet community health needs.

ATSU is a leading innovator in audiology education nationwide. The addition of audiology to the medical and healthcare programs at ATSU provided a unique and appropriate home for audiology education to flourish and for audiology practitioners to become lifelong learners.

ATSU-ASHS’ Department of Audiology also houses the entry level, residential AuD program, which also nurtures the new professionals in audiology for the future. With funding from the Audiology Foundation of America (AFA), ATSU’s Department of Audiology established the AFA Balance and Hearing Institute; creating a model audiology practice to serve patients, provide clinical and business education to audiology students, support the creation of scholarships, and provide opportunities for community outreach and collaborative scholarship.

ATSU’s Original Transitional Doctor of Audiology Program is Phasing Out

The Transitional Doctor of Audiology Program took its first cohort of students in June of 2000 and stopped accepting applications June 30, 2016. The Transitional Doctor of Audiology Program is being phased out at this time and is predicted to run until approximately 2020 to allow all students who are currently enrolled in the program to complete their coursework. The ATSU Audiology Department has redesigned the program into the Post-Professional Doctor of Audiology program which is now taking applications.

To view course descriptions for the Transitional Doctor of Audiology program and a faculty list, please see below:

Transitional Doctor of Audiology program curriculum guide (pdf)

Transitional Doctor of Audiology Faculty List (pdf)

Close

Video camera icon Related Videos

  • Doctor of Audiology Degree, ATSU | Tabitha Parent Buck, Chair
  • Arizona School of Health Sciences, ATSU | Randy Danielsen, Dean
  • Arizona School of Health Sciences, ATSU | Ann Lee Burch, Vice Dean
  • Athletic Training Program, ATSU | Dr. Craig Phelps, President
  • Diversity at A.T. Still University
  • Audiology Program News +

    • Post-Professional Doctor of Audiology Program

      The Post-Professional Doctor of Audiology Program is now accepting applications.

  • Accreditation +

    • A.T. Still University is accredited by the Higher Learning Commission

      230 S. LaSalle Street; Suite 7-500
      Chicago, IL 60604

      Phone: 800.621.7440 | Fax: 312.263.7462
      Email: info@hlcommission.org

      ncahlc.org

      Degree-granting authority for the Arizona School of Health Sciences has been given by the Arizona State Board for Private Postsecondary Education, 1400 West Washington Rd., Room 260, Phoenix, AZ 85007. Phone 602.542.5709.

  • Career Advancement+

    • This prestigious doctor of audiology post-professional degree is designed to enhance your expertise as a practicing audiologist for continued growth in your clinical practice. By improving and expanding your diverse skills in providing audiologic care, in professional issues and in practice management you can propel your career forward and perhaps in new directions, opening doors to new professional opportunities and leadership positions related audiology.

      Students enrolled in the elite ATSU-ASHS Transitional Doctor of Audiology online degree and ATSU alumni from the AuD program practice in a wide variety of clinical and management positions with a variety of titles, including:

      • Clinical Audiologist
      • Doctor of Audiology
      • Audiology Director
      • Audiology Practice Owner
      • Educational Audiologist
      • Pediatric Audiologist
      • Licensed Audiologist

      • Clinical Director
      • Chief of Audiology
      • Audiology Faculty

  • Graduate Testimonials+

    • I know how much I have gained; I am really more confident now in audiology. I would really highly recommend all other audiologists do a doctor of audiology program, especially from A.T. Still University. The people are brilliant.

      Deepak K., AuD ‘17
      Dublin, Ireland

      View the complete video testimonial.

      I cannot say enough positive things about my experience in the program. The courses were relevant, the professors wanted us to succeed and I enjoyed the comradery of the other audiologists who were on this journey with me. The entire experience was empowering – validating what I brought to the table as a seasoned professional yet making me want to learn more with each course I took.

      Rex B., AuD ’15
      Toronto, Canada

      This post-professional online Doctor of Audiology (Au.D) program at A.T. Still University offered me a great flexibility to choose from a wide range of courses to suit my professional and personal needs while continuing to practice full- time.

      Pawan S., AuD ‘17
      Richmond, Canada

      I was able to connect with people all around the world; we were able to share our experiences and learn from each other.

      Verushka P., AuD ‘17
      Melbourne, Australia

Doctor of Audiology Program Faculty

Audiology Department faculty members are dedicated to your success in your online AuD program. Interaction with a variety of faculty with extensive expertise within the scope of practice of audiology offers students exposure to various teaching styles, audiology practice experiences and education-related backgrounds; leading to a well-rounded education and fostering personal and professional growth.

  • Interim Dean +

      • Ann Lee Burch, PT, MPH, EdD Vice Dean, Arizona School of Health Sciences Ann Lee Burch, PT, MPH, EdD Vice Dean, Arizona School of Health Sciences
        Grey LinkedIn logo

        Phone: 480.219.6061

        Email: aburch@atsu.edu

        Dr. Ann Lee Burch is the interim dean and vice dean of A.T. Still University’s Arizona School of Health Sciences (ATSU-ASHS). Dr. Burch received her doctor of education from Columbia University, Teachers College in 2005. She received her masters of public health from Columbia University, Mailman School of Public Health in 2002 and her masters of physical therapy from Columbia University, College of Physicians and Surgeons in 1989. She was a postdoctoral fellow with the Research Group on Health Disparities at Teachers College, Columbia University. Her BA is in psychology from the University of Rochester.

        Prior to her appointment as vice dean, Dr. Burch served as the chair of the Physical Therapy Department from 2008-January 2012. Prior to ATSU, Dr. Burch was the director of physical therapy at the University of Puerto Rico, Medical Sciences Campus in San Juan, Puerto Rico. She has held administrative and/or faculty positions at the International Center for the Disabled in NY, NY, Mercy College in NY, and Long Island University in Brooklyn, NY.

        Dr. Burch’s area of scholarly interest and application of that interest is in knowledge, attitudes, and self-efficacy of health care providers and healthcare professional students towards underrepresented patient/client groups.

        Dr. Burch is the author of a Guide to Physical Therapy (Vault Publishers) which was written to increase information access about physical therapy to both high school graduates and re-entry adults. She was a co-investigator on an NIH grant at the University of Puerto Rico exploring the feasibility of an exercise program for breast cancer survivors living in San Juan.  Dr. Burch has lived in Symi, Greece, Taipei, Taiwan, Ahmdebad, India and San Juan, Puerto Rico, and is committed to research, teaching and service that further the understanding of the impact of socioeconomic and cultural variables on health.

        She was a member of the class of 2014 cohort of Women in Educational Leadership at Harvard Graduate School of Education. In 2017 she was the co-PI on a Centers for Disease Control, Association for Prevention and Teaching grant exploring a population health case study format for teaching and communicating the impact of social determinants of health on health disparities. She was recently appointed a peer reviewer for the Higher Learning Commission.  

  • Vice Dean +

      • Ann Lee Burch, PT, MPH, EdD Vice Dean, Arizona School of Health Sciences Ann Lee Burch, PT, MPH, EdD Vice Dean, Arizona School of Health Sciences
        Grey LinkedIn logo

        Phone: 480.219.6061

        Email: aburch@atsu.edu

        Dr. Ann Lee Burch is the interim dean and vice dean of A.T. Still University’s Arizona School of Health Sciences (ATSU-ASHS). Dr. Burch received her doctor of education from Columbia University, Teachers College in 2005. She received her masters of public health from Columbia University, Mailman School of Public Health in 2002 and her masters of physical therapy from Columbia University, College of Physicians and Surgeons in 1989. She was a postdoctoral fellow with the Research Group on Health Disparities at Teachers College, Columbia University. Her BA is in psychology from the University of Rochester.

        Prior to her appointment as vice dean, Dr. Burch served as the chair of the Physical Therapy Department from 2008-January 2012. Prior to ATSU, Dr. Burch was the director of physical therapy at the University of Puerto Rico, Medical Sciences Campus in San Juan, Puerto Rico. She has held administrative and/or faculty positions at the International Center for the Disabled in NY, NY, Mercy College in NY, and Long Island University in Brooklyn, NY.

        Dr. Burch’s area of scholarly interest and application of that interest is in knowledge, attitudes, and self-efficacy of health care providers and healthcare professional students towards underrepresented patient/client groups.

        Dr. Burch is the author of a Guide to Physical Therapy (Vault Publishers) which was written to increase information access about physical therapy to both high school graduates and re-entry adults. She was a co-investigator on an NIH grant at the University of Puerto Rico exploring the feasibility of an exercise program for breast cancer survivors living in San Juan.  Dr. Burch has lived in Symi, Greece, Taipei, Taiwan, Ahmdebad, India and San Juan, Puerto Rico, and is committed to research, teaching and service that further the understanding of the impact of socioeconomic and cultural variables on health.

        She was a member of the class of 2014 cohort of Women in Educational Leadership at Harvard Graduate School of Education. In 2017 she was the co-PI on a Centers for Disease Control, Association for Prevention and Teaching grant exploring a population health case study format for teaching and communicating the impact of social determinants of health on health disparities. She was recently appointed a peer reviewer for the Higher Learning Commission.  

  • Chair +

      • Tabitha Parent-Buck, AuD Chair Tabitha Parent-Buck, AuD Chair
        Grey LinkedIn logo

        Email: tparent@atsu.edu

        Courses taught:
        AUDE 5110 Neurology
        AUD 702 Auditory and Vestibular Neuroanatomy and Neurophysiology
        AUD 810 Pharmacology and Ototoxicity
        AUDP 7100 Neuroscience and Neuroimaging
        AUDP 7300 Pharmacology and Ototoxicity

        Tabitha Parent-Buck, AuD, was appointed as the founding chair of the Department of Audiology at ATSU in July 1999. Dr. Parent-Buck obtained her bachelor’s and master’s degrees in audiology from Purdue University and her doctor of audiology degree from Baylor College of Medicine. She has practiced in a variety of clinical settings and has worked as a sales representative and trainer in the hearing aid industry. She provided academic and clinical instruction as an assistant professor in the Department of Speech and Hearing Sciences at the University of New Mexico, where she was recognized for teaching excellence. Dr. Parent-Buck has published in the areas of hearing aid technology, otoacoustic emissions, vestibular evaluation, and pharmacology. She has conducted numerous presentations on the AuD movement, otoacoustic emissions, pharmacology, the use of web-based educational tools, frequency compression hearing aids, neuroanatomy, genetics, and embryology. Dr. Parent-Buck is a past-president of the Academy of Doctors of Audiology. She served on the board of the Audiology Foundation of America from 1996-2003. She is also a member of the American Academy of Audiology (since 1991) and has served on the Convention Special Events Subcommittee and the Task Force on Licensure and Payment Issues of Audiology Externship Students. In addition, she served on the Task Force for the Arizona audiology licensure revision from 2005 to 2007.

  • Audiology Faculty +

      • Elton L. Bordenave, PhD, MEd Elton L. Bordenave, PhD, MEd
        Associate Professor, Audiology and Director, A.T. Still University Center for Resilience in Aging
        Read Bio Grey LinkedIn logo
      • Tricia Dabrowski, AuD Tricia Dabrowski, AuD
        Associate Professor and Clinical Coordinator, Audiology
        Read Bio Grey LinkedIn logo
      • Melanie A. Gibson, MA Melanie A. Gibson, MA
        Program Manager, Co-Instructor, Audiology
        Read Bio
      • Troy D. Hale, AuD Troy D. Hale, AuD
        Assistant Professor, Audiology and Director, AFA Balance & Hearing Institute
        Read Bio Grey LinkedIn logo
      • Zarin Mehta, PhD Zarin Mehta, PhD
        Associate Professor, Audiology
        Read Bio Grey LinkedIn logo
      • Thomas G. Rigo, PhD Thomas G. Rigo, PhD
        Associate Professor, Audiology
        Read Bio Grey LinkedIn logo
      • Andrea Ruotolo, AuD Andrea Ruotolo, AuD
        Associate Professor, Audiology and Director, Post-Professional Doctor of Audiology Program
        Read Bio
      • Les R. Schmeltz, AuD Les R. Schmeltz, AuD
        Assistant Professor and Clinical Coordinator, Audiology
        Read Bio Grey LinkedIn logo
      • Henry P. Trahan, AuD Henry P. Trahan, AuD
        Assistant Professor, Audiology
        Read Bio Grey LinkedIn logo
      • spacer image for page layout Deb Abel, AuD
        Adjunct Assistant Professor, Audiology
        Read Bio
      • spacer image for page layout Shelly Ash, MS
        Adjunct Assistant Professor, Co-Instructor, Audiology
        Read Bio
      • spacer image for page layout Rex Banks, AuD
        Independent Contractor, Content Designer & Course Facilitator, Audiology
        Read Bio
      • spacer image for page layout Heather Baty, AuD
        Adjunct Assistant Professor, Audiology
        Read Bio
      • spacer image for page layout Sam Bittel, AuD
        Adjunct Assistant Professor, Audiology
        Read Bio
      • spacer image for page layout Erica Bodie, AuD
        Adjunct Assistant Professor, Audiology
        Read Bio
      • spacer image for page layout Amanda Bohn, AuD
        Adjunct Assistant Professor, Audiology
        Read Bio
      • spacer image for page layout Suzanne Foley, AuD
        Adjunct Assistant Professor, Audiology
        Read Bio
      • spacer image for page layout Gloria Garner, AuD
        Adjunct Assistant Professor, Audiology
        Read Bio
      • spacer image for page layout Mary Lynn Graham, AuD
        Adjunct Assistant Professor, Audiology
        Read Bio
      • spacer image for page layout Sara Jagger, AuD
        Adjunct Assistant Professor, Audiology
        Read Bio
      • spacer image for page layout Jason Leyendecker, AuD
        Adjunct Assistant Professor, Audiology
        Read Bio
      • spacer image for page layout Brenda Lowe, AuD
        Adjunct Assistant Professor, Audiology
        Read Bio
      • spacer image for page layout Stacey Matson, AuD
        Adjunct Assistant Professor, Audiology
        Read Bio
      • spacer image for page layout Stacy Payne, AuD
        Adjunct Assistant Professor, Co-Instructor, Audiology
        Read Bio
      • spacer image for page layout Dany Pineault, AuD
        Independent Contractor, Content Designer & Course Facilitator, Audiology
        Read Bio
      • spacer image for page layout Bob Scharber, AuD
        Adjunct Assistant Professor, Audiology
        Read Bio
      • spacer image for page layout Susan Schmidt, AuD
        Adjunct Assistant Professor, Audiology
        Read Bio
      • spacer image for page layout Patricia Shappell, AuD
        Adjunct Assistant Professor, Audiology
        Read Bio
      • spacer image for page layout Thomas Thunder, AuD
        Adjunct Assistant Professor, Audiology
        Read Bio
  • Staff +

      • Melanie A. Gibson, MA Melanie A. Gibson, MA
        Program Manager, Audiology

        Read Bio Grey LinkedIn logo
      • Stacy Neal Stacy Neal
        Patient Services Coordinator, AFA Balance & Hearing Institute

        Read Bio Grey LinkedIn logo
      • Teri Rorie Teri Rorie
        Administrative Assistant, Audiology

        Read Bio Grey LinkedIn logo

Post-Professional Doctor of Audiology Admissions

  • Requirements +

    • Admissions requirements for the Doctor of Audiology online program include:

      A master’s or doctoral degree in audiology from a regionally-accredited college or institution, or the equivalent based on evaluation of foreign transcripts for U.S. degree/course equivalency. Master’s degree equivalency as demonstrated through state licensure in audiology or verification of the Certificate of Clinical Competence in Audiology (CCC-A) is also accepted.
      A minimum of 2.70 GPA for the graduate program (on a 4.0 scale). The undergraduate GPA will be included in the GPA calculation for applicants whose transcripts are from countries where the undergraduate degree is the degree in audiology and the master’s degree is not required to practice.

      Submission of all official college or academic transcripts for institutions from which a degree was earned. Applicants who have graduated from a university outside the United States must submit acceptable evidence of U.S. degree/course equivalency. Canadian transcripts which are in English and on a 4.0 grading scale do not require evidence of U.S. degree/course equivalency.

      International applicants must also review the information on admissions for international students.

      Applicants must submit official documentation of current audiology licensure/certification/registration. If licensure/certification/registration were held in the past, but not currently active, applicants must submit official documentation of previous licensure, certification, or registration. If the licensure or certification agency does not send paper verification forms, the applicant must provide a website URL for verification of previous licensure or certification. For applicants who practice outside of the United States or Canada, the applicant must provide official documentation of regulatory certification or registration to practice audiology that is held by the applicant, and the applicant’s credentials will be evaluated on a case-by-case basis. Individuals are not eligible to enroll in the program if their license, certification or registration is currently revoked or suspended.

      Applicants must submit an Employer Verification form from a current or most recent employer. A colleague can complete the verification form to attest for those who are self-employed.

      Length and breadth of experience post-master’s degree will assist in determining curriculum:

      • A two-year curriculum plan may be approved for an applicant with three years or more of full-time clinical experience.
      • A three-year plan may be approved for an applicant with one to three years of full-time clinical experience

      If an applicant is not currently licensed, certified, or registered and has not been engaged in the profession of audiology in the past 5 years, a three-year academic plan will be required. Individuals who have not been engaged in the profession of audiology within the last 10 years are not eligible for the Post-Professional Doctor of Audiology degree program.

      Computer literacy and experience in word processing and Internet use. All curricula require extensive computer usage.

      Three references from audiologists or healthcare professionals familiar with the applicant’s clinical and professional experience. Letters of reference must be submitted for each application year.

      A personal resume following the guidelines offered in the application packet.

      Applicants are required to demonstrate proficiency in English when applying to the Arizona School of Health Sciences, A.T. Still University. Written and spoken proficiency in the English language may be demonstrated by one of the following options:

      • Option 1 - English is your first language.
      • Option 2 - Graduated from a regionally accredited four year university or college in the United States (minimum BA or BS).
      • Option 3 - You are demonstrating your English proficiency by submitting acceptable scores on the Test of English as a Foreign Language (TOEFL) or the International English Testing Service (IELTS).

      Acceptable minimal scores for ASHS applications are:

      • TOEFL: Internet based total score = 80
      • IELTS score are an overall band score of 6.5

      The TOEFL is administered by TOEFL/TSE Services, P.O. Box 6151, Princeton, NJ, 08541-6151, USA 609.771.7100. Information is available at TOEFL. A.T. Still University’s institutional code is 0339. Please be sure to include this information when you submit your application packet. TOEFL Educational Testing Services P.O. Box 6151 Princeton, NJ 08541-6151 609.771.7100

      IELTS information

      Interview conducted via virtual meeting or by phone for those applicants who are considered potential candidates

      If an applicant is not granted admission, upon consideration of a completed application file, new materials and fees must be submitted in order to reapply at a later date and to demonstrate additional qualifications.

      Applicants who wish to be considered for more than one program at ATSU must submit a separate application fee and application packet. Application materials are not transferable to another ATSU program. Acceptance to ATSU is to a specific program and is not transferable to any other program.

      For additional information contact an Enrollment Counselor (toll-free) at 877.469.2878 or onlineinquiry@atsu.edu

      Technology Requirements

      All ATSU students are required to own a computer system. Minimum system requirements vary depending on program.

      Foreign Credential Evaluation

      Applicants who have graduated from a foreign college or university must submit acceptable evidence of U.S. degree/course equivalency. All coursework taken at the foreign institution must be evaluated for American institution equivalence by one of the following services:

      • World Education Services P.O. Box 5087 Bowling Green Station New York, NY 10274-5087 phone: 212. 966.6311 fax: 212.739.6139 info@wes.org www.wes.org
      • Educational Credential Evaluators, Inc. P.O. Box 514070 Milwaukee, WI 53203-3470 414.289.3400
      • American Assn. of Collegiate Registrars & Admissions Officers One Dupont Circle, NW, Suite 520 Washington, DC 20036-1135 202.293-9161 www.aacrao.org
      • FCCPT - Foreign Credentialing Commission on Physical Therapy (PT Applicants only) p: 703.684.8406 www.fccpt.org
      • Josef Silny & Associates, Inc. International Education Consultants 7101 SW 102 Avenue Miami FL 33173 p: 305.273.1616 f: 305.273.1338 info@jsilny.com www.jsilny.com
      • ICD - International Consultants of Delaware (General) p: 215.222.8454 www.icdeval.com
  • Application +

    • Image of ATSU audiologist showing patient what her inner ear's tympanic membrane looks likeFor additional information contact an Enrollment Counselor (toll-free) at 877.469.2878 or onlineinquiry@atsu.edu

  • Tuition +

    • Application Fee: $70 - nonrefundable

      Tuition:

      $16,000 for 2-Year Curriculum Plan for the entire program for students who matriculate during the 2018-2019 academic year with tuition billed $4000 per semester (Standard Academic Plan for practitioners with a minimum 3 years of post-masters’ degree professional practice experience)

      $22,500 for 3-Year Curriculum Plan for the entire program for students who matriculate during the 2018-2019 academic year with tuition billed $3750 per semester (For practitioners with less than 3 years of post-masters’ degree professional practice experience)

      Financial Services:

      If you have questions regarding specific financial assistance topics, you may contact Enrollment Services at (toll-free) 866.626.2878 Ext. 2019 or (direct) 660.626.2019 or via email to enrollmentservices@atsu.edu. You may also fax materials to 888-676-6701.

      Free Application for Federal Student Aid (FAFSA) is available at FAFSA.ed.gov for U.S. residents applying to this program.

  • Request Information+

    • Have a question for ATSU?

      Submit an inquiry for more information on your program of interest. For additional information contact an Enrollment Counselor (toll-free) at 877.469.2878 or onlineinquiry@atsu.edu

      Inquire Now

      ARIZONA CAMPUS

      5850 E. Still Circle Mesa, AZ 85206
      Phone: 877.469.2878

      Doctor of Audiology student examining a senior woman's ear

The Family and Culture


Audiology doctor with youth patient Image of two ATSU students with unidentified woman in ATSU clinic. Audiology students facilitating hearing test in clinical training environment. Audiology students performing diagnostic and comprehsive procedures on patient. Professor and audiology students facilitating hearing test focusing on whole person healthcare. Image of ATSU student doctor talking to a little boy patient who is holding a Teddy Bear. Audiology student performing hearing test. Audiology students collaborating and working together. Audiology faculty.

 

Post-Professional Doctor of Audiology Curriculum Overview

These exceptional courses in the doctor of audiology curriculum will provide students with the advanced knowledge, skills, insights and techniques consistent with what makes A.T. Still University a preeminent learning-centered institution. Please note that each student has a tailored curriculum plan so students do not take every course listed below.

The standard program length for completion of the online Post-Professional Doctor of Audiology Program is 2 years (38 semester hour credits) for students with the equivalent of three or more years of full-time audiology practice experience after completing a masters’ degree in audiology. A 3-year curriculum plan option (57 semester hour credits) is available for students with one to three years of post-master’s degree audiology practice experience.

Each course is ten or four weeks in length (indicated in parentheses following the description). Credits assigned to audiology courses are one and a half semester credit hours for a four-week course and four semester credit hours for a ten-week course. One quarter credit hour for a four-week module, and two quarter credit hours for an eight-week module. Course descriptions, course durations and related information are subject to change.

Post-Professional Doctor of Audiology program curriculum guide (pdf)

2-Year Track: Required Courses

  • Ethics, Leadership, and Professionalism +

    • Credits: 4
      This course begins with an introduction to the online learning system used for this academic program. Students will be instructed in online navigation tools, computer basics and academic resources. Students will then be introduced to the professional roles and responsibilities of a variety of members of the healthcare delivery system and provided an orientation to the history and philosophy of osteopathic medicine upon which A.T. Still University is founded. In addition, the course will examine contemporary ethical issues in audiology and provide a framework for ethical decision-making. Topics also include information regarding the organization and function of professional associations, activities which serve the professional community, service to the public and the development of leadership skills.
  • Neuroscience and Neuroimaging +

    • Credits: 4
      The foundations of audiologic diagnostic and therapeutic measures are based upon an understanding of the anatomy and physiology of the nervous system. This course provides a study of the development of the nervous system, the structure and function of the peripheral nervous system and the central nervous system, neurovasculature, and in-depth coverage of the audiovestibular system. Students will gain an understanding of imaging techniques used for the evaluation of auditory and vestibular pathologies. Neurodiagnostic imaging data from CT scans, MRI, etc., will be correlated with audiologic findings when possible.
  • Global Healthcare and Audiology +

    • Credits: 1.5
      This course promotes guided discussion regarding current global hearing healthcare practices, areas of need and advocacy for effective policies and services. Telehealth in audiology and interprofessional collaboration will be explored as potential opportunities for improving access to hearing healthcare services.
  • Culminating Case Experience I (CCE-I) +

    • Credits: 1.5
      These courses represent the culmination of the clinical doctoral degree program and requires students to demonstrate the integration and clinical application of the knowledge acquired throughout their individualized curriculum plans. In-depth case studies submitted by teaching faculty across the curriculum will be utilized. Student submissions will require critical thinking skills, use of appropriate professional and technical terminology, accurate interpretation of detailed case histories and clinical data, and presentation of relevant impressions and recommendations.

2-Year Track: Elective Course Options

  • Pathologies of the Auditory and Vestibular System +

    • Credits: 4
      This course provides detailed coverage of auditory and vestibular pathologies and their relation to structure and function. Course materials will present information about anatomy and physiology of the human ear, techniques in visualization and examination of the ear (including instrumentation) and cerumen management. Case studies are used to show audiologic patterns associated with various disorders. Topics will cover the basic otologic/medical evaluation and surgical and medical treatments of auditory/vestibular conditions.
  • Pharmacology and Ototoxicity +

    • Credits: 4
      This course is designed to introduce students to the basic concepts and principles of pharmacology. Drug development, drug regulations, pharmacokinetics, pharmacodynamics and basic drug classifications will be covered. In addition, information will be presented regarding drugs used in the diagnosis and treatment of hearing and balance disorders, drugs which affect the function of the audiovestibular systems, and the concept of polypharmacy. The course also covers ototoxicity (cochleotoxicity, vestibulotoxity and neurotoxicity) and ototoxic monitoring. Students will gain an appreciation for the role of audiologists related to understanding patients’ needs, behaviors, and clinical outcomes associated with medication use, as appropriate for a professional committed to whole person healthcare.
  • Genetics and Hearing Loss +

    • Credits: 4
      This course covers the wide diversity of genetic conditions and syndromes which involve hearing loss and/or aberrant audiovestibular system function is involved. Review of basic inheritance patterns, including Mendelian transmission together with pertinent embryology, is covered. Current genetic concepts and terminology are provided together with discussion of certain organ systems’ association with audiovestibular system impairments/deficits. Additional topics include appropriate professional language in syndromology, genetic testing, genetic counseling, and the need to utilize audiovestibular probes to best highlight the audiovestibular deficits seen in conjunction with the patient’s particular genotype.
  • Vestibular Evaluation and Management +

    • Credits: 4
      This course is designed to provide students with in-depth coverage of the anatomy and physiology of the central & peripheral vestibular structures as well as the human equilibrium system. Vestibular assessment procedures including obtaining an appropriate case history, principles of ENG/VNG, non-computerized postural stability testing and non-computerized rotational testing will be addressed. Additionally, students will be introduced to vestibular rehabilitation techniques focusing on canalith repositioning maneuvers for benign paroxysmal positional vertigo (BPPV). Case studies will be utilized to enhance the learning experience. Topics include infection control procedures as they relate to vestibular evaluation and management.
  • Advanced Vestibular Evaluation and Management +

    • Credits: 4
      This course is designed to provide students with a detailed understanding of specialized vestibular diagnostic tools. Topics will include rotational chair testing, computerized dynamic posturography (CDP), vestibular evoked myogenic potentials (VEMP), video head impulse testing (VHIT) and subjective visual vertical (SVV) testing. Test results will be correlated with ENG/VNG and common errors in interpretation will be covered. The philosophical bases for vestibular treatment will be addressed, providing specific symptom-based strategies for treating identifiable vestibular dysfunction. Students will be instructed on effective administration of vestibular rehabilitation therapy (VRT) protocol and accurate evaluation of treatment efficacy. Content delivery will utilize a practical approach to allow audiologists to develop knowledge and skills for provision of vestibular treatment within their scope of practice. Topics include infection control procedures as they relate to advanced vestibular evaluation and management.
  • Amplification: Assessment, Fitting and Verification +

    • Credits: 4
      A solid base of knowledge regarding hearing aid technology, concepts and functions will be built by relating historical perspectives to current trends in amplification. Major hearing aid developments and how they relate to current fitting approaches will be covered. Students will explore hearing aid measurement science and methods for verifying and validating appropriate hearing aid fittings, as well as hearing aid trouble shooting techniques. In addition, students will study ear canal acoustics, ear mold impressions, and the evolving array of fitting options. Topics include infection control procedures as they pertain to amplification fitting and assessment procedures.
  • Implantable Devices +

    • Credits: 4
      This course is an introduction to cochlear implants, bone-anchored hearing aids, auditory brainstem implants, other implantable devices and future trends. The goal is to provide a level of knowledge enabling the student to conduct initial counseling to prospective implant patients and make appropriate referrals to implant centers. Upon completion of the course, the student will have an understanding of candidacy, implant surgeries, postoperative follow-up, rehabilitative aspects, programming, communication options and outcomes. Topics include infection control procedures as they relate to implantable devices.
  • Counseling, Aural Rehabilitation and Assistive Devices +

    • Credits: 4
      This course is designed to explore current theories and practices related to the fundamental principles of counseling as well as individual and group aural rehabilitation. The counseling aspect of this course will include the psychological and psychosocial effects of hearing loss on individuals of all ages, significant others, their families and communities. The aural rehabilitation aspect will focus on the use of self-assessment tools, communication strategies for individuals and family members, and speech reading techniques to meet rehabilitative needs. Group discussion will address cost effective options for the delivery of aural rehabilitation in clinical settings. This course also will provide students with the background and tools necessary to counsel, select, and configure assistive technology. The class will explore a variety of levels at which the audiologist may wish to provide these services.
  • Electrophysiology: Scientific Foundations and Clinical Applications +

    • Credits: 4
      This course is designed to cover principles of various electrophysiological measurements in the area of auditory evoked potentials (AEPs). Understanding diagnostic applications and interpretation of test results and their relation to neuroanatomy and physiology of the auditory system will be emphasized. This course provides a study of clinical tools for use in the differential diagnosis of cochlear versus neural function, a diagnostic test battery for auditory neuropathy, and current uses of auditory steady-state response (ASSR) and cortical potentials in the investigation of sensory-neural hearing loss, auditory processing disorders, and aging. In addition, course material will explore the importance of intraoperative neurophysiological monitoring (IONM), the responsibilities required, and the role of the audiologist as a surgical team member. Topics include infection control procedures as they relate electrophysiological practices.
  • Advanced Acoustic Immittance +

    • Credits: 1.5
      This course provides a study of immittance measures for the assessment of tympanic membrane abnormalities, ossicular chain pathology, otitis media, neonatal hearing assessment, and aging of the middle ear system. The goal is to provide the advanced clinical audiologist with knowledge and skills to pursue additional audiologic information through the use of multi-frequency tympanometry, multicomponent tympanometry, wide-band immittance, acoustic reflexes and acoustic reflex decay for patient diagnosis and management.
  • Tinnitus and Hyperacusis: Theories, Evaluation and Treatment +

    • Credits: 1.5
      This course is designed to explore the fundamental principles and clinical management of tinnitus and/or hyperacusis. Course material includes information concerning epidemiology, tinnitus mechanisms, measurement, treatments; and resources for audiologists, patients and their families. A literature review and discussion of studies related to misophonia will also be addressed. Case examples will be discussed, illustrating treatment options.
  • Occupational and Environmental Hearing Conservation +

    • Credits: 1.5
      This course is designed to examine the principles and practices of occupational, educational and environmental hearing conservation. Topics include determination of noise exposure, regulatory and advisory agencies and standards, classroom acoustics, hearing conservation programs in occupational and school settings, noise abatement, and hearing protection devices. The course will also include an overview of the principles and practices of forensic audiology.
  • Pediatric Audiology: Identification through Rehabilitation +

    • Credits: 4
      This course covers embryological development of the ear, developmental milestones, identification and intervention for newborn hearing loss, appropriate use of diagnostic tests, and the utilization of appropriate resources. Skills and knowledge will be gained in the use of family counseling and access to multidisciplinary resources. Early Hearing Detection and Intervention (EHDI) programs and the roles of educational audiologists will be explored. Topics include legislative mandates, screening protocols and procedures, organization and administration of programs, data management and tracking, program evaluation, and quality improvement. Topics include infection control procedures as they relate to pediatric practice.
  • Assessment and Management of (Central) Auditory Processing Disorders +

    • Credits: 4
      This course examines the assessment of (C)APD and identification of auditory processing disorders in children and adults as a systematic and multidisciplinary process. The use of case histories, questionnaires, observation forms, audiometric tests and electrophysiologic measures will be explored. Students will learn efficacious interventions related to (C)APD treatment and management including but not limited to manipulating the acoustic environment, fitting of appropriate devices and instituting an auditory training regimen.
  • Hearing Loss and Healthy Aging +

    • Credits: 4
      This course is designed to address issues concerning the effects of aging on hearing. Changes in the auditory system as a function of age, the impact on patient function and healthy aging will be emphasized. The course will provide information on management of hearing loss in the aged population and strategies for community collaboration to increase awareness for appropriate hearing healthcare.
  • Practice Development and Marketing +

    • Credits: 4
      This course involves the study of basic business structures, practice development, marketing and the economic and regulatory aspects of healthcare practice. Topics covered include private practice models, business plan design, short- and long-range planning, general accounting practices, development and analysis of profit-and-loss statements, and marketing strategies. Students will have the opportunity to generate marketing strategies and budgets, as well as evaluate the effectiveness of different marketing media. Facilitated discussions will explore topics such as risk management, auditing, professional liability, regulatory compliance, and proper methods of documentation as practiced across the globe.
  • Personnel Management +

    • Credits: 4
      This course introduces students to the concepts and ideas of personnel management, also known as human resource management or practice management. This course includes information on designing job descriptions; hiring and firing employees; and training, supporting and evaluating staff in a professional audiology practice. Audiologists who are going to serve as preceptors for audiology students need to learn concepts and skills related to the supervisory process and how to be a mentor in the clinical setting. Preceptor training will be discussed providing, information on adult learning styles, goal setting, constructive feedback, development of professionalism and strategies to facilitate critical thinking and case management skills. Facilitated discussions will explore personnel management topics as practiced across the globe.
  • Culminating Case Experience II (CCE-II) +

    • Credits: 1.5
      These courses represent the culmination of the clinical doctoral degree program and requires students to demonstrate the integration and clinical application of the knowledge acquired throughout their individualized curriculum plans. In-depth case studies submitted by teaching faculty across the curriculum will be utilized. Student submissions will require critical thinking skills, use of appropriate professional and technical terminology, accurate interpretation of detailed case histories and clinical data, and presentation of relevant impressions and recommendations.

3-Year Track: Required Courses

  • Ethics, Leadership, and Professionalism +

    • Credits: 4
      This course begins with an introduction to the online learning system used for this academic program. Students will be instructed in online navigation tools, computer basics and academic resources. Students will then be introduced to the professional roles and responsibilities of a variety of members of the healthcare delivery system and provided an orientation to the history and philosophy of osteopathic medicine upon which A.T. Still University is founded. In addition, the course will examine contemporary ethical issues in audiology and provide a framework for ethical decision-making. Topics also include information regarding the organization and function of professional associations, activities which serve the professional community, service to the public and the development of leadership skills.
  • Neuroscience and Neuroimaging +

    • Credits: 4
      The foundations of audiologic diagnostic and therapeutic measures are based upon an understanding of the anatomy and physiology of the nervous system. This course provides a study of the development of the nervous system, the structure and function of the peripheral nervous system and the central nervous system, neurovasculature, and in-depth coverage of the audiovestibular system. Students will gain an understanding of imaging techniques used for the evaluation of auditory and vestibular pathologies. Neurodiagnostic imaging data from CT scans, MRI, etc., will be correlated with audiologic findings when possible.
  • Pathologies of the Auditory and Vestibular System +

    • Credits: 4
      This course provides detailed coverage of auditory and vestibular pathologies and their relation to structure and function. Course materials will present information about anatomy and physiology of the human ear, techniques in visualization and examination of the ear (including instrumentation) and cerumen management. Case studies are used to show audiologic patterns associated with various disorders. Topics will cover the basic otologic/medical evaluation and surgical and medical treatments of auditory/vestibular conditions.
  • Electrophysiology: Scientific Foundations and Clinical Applications +

    • Credits: 4
      This course is designed to cover principles of various electrophysiological measurements in the area of auditory evoked potentials (AEPs). Understanding diagnostic applications and interpretation of test results and their relation to neuroanatomy and physiology of the auditory system will be emphasized. This course provides a study of clinical tools for use in the differential diagnosis of cochlear versus neural function, a diagnostic test battery for auditory neuropathy, and current uses of auditory steady-state response (ASSR) and cortical potentials in the investigation of sensory-neural hearing loss, auditory processing disorders, and aging. In addition, course material will explore the importance of intraoperative neurophysiological monitoring (IONM), the responsibilities required, and the role of the audiologist as a surgical team member. Topics include infection control procedures as they relate electrophysiological practices.
  • Global Healthcare and Audiology +

    • Credits: 1.5
      This course promotes guided discussion regarding current global hearing healthcare practices, areas of need and advocacy for effective policies and services. Telehealth in audiology and interprofessional collaboration will be explored as potential opportunities for improving access to hearing healthcare services.
  • Tinnitus and Hyperacusis: Theories, Evaluation and Treatment +

    • Credits: 1.5
      This course is designed to explore the fundamental principles and clinical management of tinnitus and/or hyperacusis. Course material includes information concerning epidemiology, tinnitus mechanisms, measurement, treatments; and resources for audiologists, patients and their families. A literature review and discussion of studies related to misophonia will also be addressed. Case examples will be discussed, illustrating treatment options.
  • Occupational and Environmental Hearing Conservation +

    • Credits: 1.5
      This course is designed to examine the principles and practices of occupational, educational and environmental hearing conservation. Topics include determination of noise exposure, regulatory and advisory agencies and standards, classroom acoustics, hearing conservation programs in occupational and school settings, noise abatement, and hearing protection devices. The course will also include an overview of the principles and practices of forensic audiology.
  • Pediatric Audiology: Identification through Rehabilitation +

    • Credits: 4
      This course covers embryological development of the ear, developmental milestones, identification and intervention for newborn hearing loss, appropriate use of diagnostic tests, and the utilization of appropriate resources. Skills and knowledge will be gained in the use of family counseling and access to multidisciplinary resources. Early Hearing Detection and Intervention (EHDI) programs and the roles of educational audiologists will be explored. Topics include legislative mandates, screening protocols and procedures, organization and administration of programs, data management and tracking, program evaluation, and quality improvement. Topics include infection control procedures as they relate to pediatric practice.
  • Culminating Case Experience I (CCE-I) +

    • Credits: 1.5
      These courses represent the culmination of the clinical doctoral degree program and requires students to demonstrate the integration and clinical application of the knowledge acquired throughout their individualized curriculum plans. In-depth case studies submitted by teaching faculty across the curriculum will be utilized. Student submissions will require critical thinking skills, use of appropriate professional and technical terminology, accurate interpretation of detailed case histories and clinical data, and presentation of relevant impressions and recommendations.
  • Culminating Case Experience II (CCE-II) +

    • Credits: 1.5
      These courses represent the culmination of the clinical doctoral degree program and requires students to demonstrate the integration and clinical application of the knowledge acquired throughout their individualized curriculum plans. In-depth case studies submitted by teaching faculty across the curriculum will be utilized. Student submissions will require critical thinking skills, use of appropriate professional and technical terminology, accurate interpretation of detailed case histories and clinical data, and presentation of relevant impressions and recommendations.

3-Year Track: Elective Course Options

  • Pharmacology and Ototoxicity +

    • Credits: 4
      This course is designed to introduce students to the basic concepts and principles of pharmacology. Drug development, drug regulations, pharmacokinetics, pharmacodynamics and basic drug classifications will be covered. In addition, information will be presented regarding drugs used in the diagnosis and treatment of hearing and balance disorders, drugs which affect the function of the audiovestibular systems, and the concept of polypharmacy. The course also covers ototoxicity (cochleotoxicity, vestibulotoxity and neurotoxicity) and ototoxic monitoring. Students will gain an appreciation for the role of audiologists related to understanding patients’ needs, behaviors, and clinical outcomes associated with medication use, as appropriate for a professional committed to whole person healthcare.
  • Genetics and Hearing Loss +

    • Credits: 4
      This course covers the wide diversity of genetic conditions and syndromes which involve hearing loss and/or aberrant audiovestibular system function is involved. Review of basic inheritance patterns, including Mendelian transmission together with pertinent embryology, is covered. Current genetic concepts and terminology are provided together with discussion of certain organ systems’ association with audiovestibular system impairments/deficits. Additional topics include appropriate professional language in syndromology, genetic testing, genetic counseling, and the need to utilize audiovestibular probes to best highlight the audiovestibular deficits seen in conjunction with the patient’s particular genotype.
  • Vestibular Evaluation and Management +

    • Credits: 4
      This course is designed to provide students with in-depth coverage of the anatomy and physiology of the central & peripheral vestibular structures as well as the human equilibrium system. Vestibular assessment procedures including obtaining an appropriate case history, principles of ENG/VNG, non-computerized postural stability testing and non-computerized rotational testing will be addressed. Additionally, students will be introduced to vestibular rehabilitation techniques focusing on canalith repositioning maneuvers for benign paroxysmal positional vertigo (BPPV). Case studies will be utilized to enhance the learning experience. Topics include infection control procedures as they relate to vestibular evaluation and management.
  • Advanced Vestibular Evaluation and Management +

    • Credits: 4
      This course is designed to provide students with a detailed understanding of specialized vestibular diagnostic tools. Topics will include rotational chair testing, computerized dynamic posturography (CDP), vestibular evoked myogenic potentials (VEMP), video head impulse testing (VHIT) and subjective visual vertical (SVV) testing. Test results will be correlated with ENG/VNG and common errors in interpretation will be covered. The philosophical bases for vestibular treatment will be addressed, providing specific symptom-based strategies for treating identifiable vestibular dysfunction. Students will be instructed on effective administration of vestibular rehabilitation therapy (VRT) protocol and accurate evaluation of treatment efficacy. Content delivery will utilize a practical approach to allow audiologists to develop knowledge and skills for provision of vestibular treatment within their scope of practice. Topics include infection control procedures as they relate to advanced vestibular evaluation and management.
  • Amplification: Assessment, Fitting and Verification +

    • Credits: 4
      A solid base of knowledge regarding hearing aid technology, concepts and functions will be built by relating historical perspectives to current trends in amplification. Major hearing aid developments and how they relate to current fitting approaches will be covered. Students will explore hearing aid measurement science and methods for verifying and validating appropriate hearing aid fittings, as well as hearing aid trouble shooting techniques. In addition, students will study ear canal acoustics, ear mold impressions, and the evolving array of fitting options. Topics include infection control procedures as they pertain to amplification fitting and assessment procedures.
  • Implantable Devices +

    • Credits: 4
      This course is an introduction to cochlear implants, bone-anchored hearing aids, auditory brainstem implants, other implantable devices and future trends. The goal is to provide a level of knowledge enabling the student to conduct initial counseling to prospective implant patients and make appropriate referrals to implant centers. Upon completion of the course, the student will have an understanding of candidacy, implant surgeries, postoperative follow-up, rehabilitative aspects, programming, communication options and outcomes. Topics include infection control procedures as they relate to implantable devices.
  • Counseling, Aural Rehabilitation and Assistive Devices +

    • Credits: 4
      This course is designed to explore current theories and practices related to the fundamental principles of counseling as well as individual and group aural rehabilitation. The counseling aspect of this course will include the psychological and psychosocial effects of hearing loss on individuals of all ages, significant others, their families and communities. The aural rehabilitation aspect will focus on the use of self-assessment tools, communication strategies for individuals and family members, and speech reading techniques to meet rehabilitative needs. Group discussion will address cost effective options for the delivery of aural rehabilitation in clinical settings. This course also will provide students with the background and tools necessary to counsel, select, and configure assistive technology. The class will explore a variety of levels at which the audiologist may wish to provide these services.
  • Advanced Acoustic Immittance +

    • Credits: 1.5
      This course provides a study of immittance measures for the assessment of tympanic membrane abnormalities, ossicular chain pathology, otitis media, neonatal hearing assessment, and aging of the middle ear system. The goal is to provide the advanced clinical audiologist with knowledge and skills to pursue additional audiologic information through the use of multi-frequency tympanometry, multicomponent tympanometry, wide-band immittance, acoustic reflexes and acoustic reflex decay for patient diagnosis and management.
  • Assessment and Management of (Central) Auditory Processing Disorders +

    • Credits: 4
      This course examines the assessment of (C)APD and identification of auditory processing disorders in children and adults as a systematic and multidisciplinary process. The use of case histories, questionnaires, observation forms, audiometric tests and electrophysiologic measures will be explored. Students will learn efficacious interventions related to (C)APD treatment and management including but not limited to manipulating the acoustic environment, fitting of appropriate devices and instituting an auditory training regimen.
  • Hearing Loss and Healthy Aging +

    • Credits: 4
      This course is designed to address issues concerning the effects of aging on hearing. Changes in the auditory system as a function of age, the impact on patient function and healthy aging will be emphasized. The course will provide information on management of hearing loss in the aged population and strategies for community collaboration to increase awareness for appropriate hearing healthcare.
  • Practice Development and Marketing +

    • Credits: 4
      This course involves the study of basic business structures, practice development, marketing and the economic and regulatory aspects of healthcare practice. Topics covered include private practice models, business plan design, short- and long-range planning, general accounting practices, development and analysis of profit-and-loss statements, and marketing strategies. Students will have the opportunity to generate marketing strategies and budgets, as well as evaluate the effectiveness of different marketing media. Facilitated discussions will explore topics such as risk management, auditing, professional liability, regulatory compliance, and proper methods of documentation as practiced across the globe.
  • Personnel Management +

    • Credits: 4
      This course introduces students to the concepts and ideas of personnel management, also known as human resource management or practice management. This course includes information on designing job descriptions; hiring and firing employees; and training, supporting and evaluating staff in a professional audiology practice. Audiologists who are going to serve as preceptors for audiology students need to learn concepts and skills related to the supervisory process and how to be a mentor in the clinical setting. Preceptor training will be discussed providing, information on adult learning styles, goal setting, constructive feedback, development of professionalism and strategies to facilitate critical thinking and case management skills. Facilitated discussions will explore personnel management topics as practiced across the globe.
Learn More

Innovating whole person healthcare

Man looking through an ophthalmoscope.

Community Health Center

Waianae, Hawaii

As a leading provider of quality healthcare for area residents, Waianae Coast Comprehensive Health Center also provides community employment and health education. More than 80% of the staff are local residents, and many were trained at the affiliated Waianae Health Academy. Find out more.

Sponsor a cause

Animated space view of the Earth with light rays illuminating out of the United States.

From public health centers located in communities where services are needed most, to research and other leading edge whole person healthcare initiatives, you can create your own legacy by contributing to the specific cause that moves you most. Find out more.

Whole person healthcare

Doctor playfully examining a young boy who is sitting on his mother's lap.

Whole person healthcare takes an integrated approach that addresses body, mind and spirit as one. Students are encouraged to participate in wellness programs and study areas including nutrition and psychology to gain a more comprehensive understanding. Find out more.

Stay connected

Large letter B on a black background with BE THE LIGHT text underneath.

Keep up with the latest developments in whole person healthcare at A.T. Still University with our complimentary newsletter and other publications. From scholarly inquiry and research to alumni activities and more. Sign up today.

Apply now

Pathway through green grass leading into a golden sunset.

Let your light shine at A.T. Still University. Combining leading-edge whole person healthcare with a commitment to serving those communities where needs are greatest, we provide students the opportunity to truly excel as doctors, dentists, healthcare providers and healthcare leaders.