Considering Continuing Education

What do audiologists know about continuing education (CE)? How do they feel about it? How do they receive most of their CE units (CEUs)? What are their preferences for CE? Some audiologists may view CE simply as a requirement for state licensure renewal or board certification rather than as an opportunity to update their knowledge and skills. However, the more that audiologists know about the role and significance of CE to professional autonomy, the greater is the likelihood that they will participate in CE activities that are relevant to their needs, resulting in improved patient care.

This issue of Seminars in Hearing focuses on audiology CE-a complicated, yet vital component of professional life. Contributors to this issue include academicians, CE providers, leaders in the field, past/present members of state licensure boards, past/present chairpersons of the Continuing Education Subcommittees of the American Academy of Audiology (AAA), and so on, having varied experiences with and influences on audiology CE. The purposes of this issue are to (1) demystify the CE process, (2) discuss audiology CE within the context of contemporary professional issues, and (3) consider future perspectives.

In preparing for this issue, Johnson, Danhauer, Reith, and Latiolais surveyed nonstudent members of the AAA on their knowledge of, attitudes toward, and practices and preferences for audiology CE. The first article in this issue presents the results of the survey identifying audiologists' CE needs. For example, audiologists could benefit from demystification of the CE process, financial support from thier employer, and an increase in the number and variety of offerings.

Three articles in this issue address audiologists' informational needs by providing a guide to contemporary audiology CE. For example, Meyer, Hanks, and Olek provide an excellent overview of the history and the interrelationships among major stakeholders involved in audiology CE. They explain how the International Association of Continuing Education and Training (IACET) sets the benchmarks for CE. Similarly, Wilson, Vogel, and Edwards distinguish between the CE requirements for state licensure versus national certification. Moreover, Hanks, Palmer, and Johnson explain the importance of strategic planning in fulfilling state licensure/national certification board requirements and in sponsoring CE activities.

Three articles in this issue discuss audiology CE in light of contemporary professional issues. For example, Palmer and Glattke promote evidence-based practice via their presentation of a systematic review of the efficacy of mandatory CE and its implications for the profession. In addition, Hanks, Crumley, Dybala, and English present innovative models showing how technological advancements have changed both types of venues for and activities for audiology CE. Garner presents ethical considerations via a hypothetical case study of a young audiologist facing several interrelated career dilemmas involving several aspects of audiology CE. Evidence-based practice, technological advancements, and ethics will continue to be major factors in the future development of audiology CE.

The final article presents future perspectives for audiology CE that encourage (1) use of an algorithm for the CE approval process, (2) movement toward evidence-based CE, (3) harnessing technological innovation, (4) focusing on ethics, (5) acknowledging adult learning theory, and (6) standardizing audiology CE.

We hope that this issue emphasizes the importance of personal empowerment, responsibility, and active involvement in the CE process for shaping the future of the profession.