734-936-8000 - Service Desk | Request Support

Hearing Loss in Children

To begin this activity, click Enroll. Once logged in, learners can access educational content, assessments, and evaluations. Learners who successfully complete the activity will be able to print a certificate.

Enroll
Enrollment required to continue.
Step Status
Educational Materials ✘
Posttest ✘
Evaluation ✘
Release Date: Wed, 2/15/23
Termination Date: Sat, 2/28/26
Credits: 11.5
Description: This course addresses gaps currently existing in the health education curriculum for pediatric hearing loss and gives learners the foundational knowledge that can be applied immediately in a broad range of health, educational, and home settings.

Presenter:
Caroline Arnedt, AuD
Lauren Bohm, MD
Amy Casedy, PT
Christina Fields
Clare Furuta
Jaynee Handelsman, PhD
Kimberly Jameson Hilfrank, B.A.
Kevin Kimball, AuD, CCC-A
Emily Marchiano, MD
Tiffany Munzer, MD
Heidi K Slager, AuD
Casey Stach, AuD
Ellen Thomas, MA, SLP-CCC; LSLS Cert. AVT
Anita Vereb, PhD
Lisa Waddell, AuD
Kristy Winters, AuD

Educational Planner
Lauren Bohm, MD

Co-Educational Planner
Andrew Hashikawa, MD
Tiffany Munzer, MD
Anita Vereb, PhD

*Financial Disclosures:
There are no relevant financial relationships with ACCME-defined commercial interests to disclose for this activity.
Educational Objectives: At the end of this activity, participants should be able to:
  1. Recall prevalence of hearing loss in the pediatric population.
  2. List etiologies associated with conductive, sensorineural and mixed hearing loss.
  3. Distinguish between objective and subjective pediatric hearing assessments.
  4. Describe the different components of a comprehensive pediatric audiological evaluation.
  5. Identify risk factors that are associated with late onset or progressive hearing loss in children.
  6. Describe communication options for children who are Deaf/Hard of Hearing.
Target Audience: This activity is appropriate for Administrators, House Officers, Medical Students, Nurse Practitioners, Nurses, Other Healthcare Professionals, Physician Assistants, Physicians, Social Workers, Technicians in the fields of Adolescent Medicine, Emergency Medicine, Family Medicine, Other Healthcare Professions, Otolaryngology, Pediatrics, Primary Care, Social Work.
Accreditation and Credit Designation: AMA PRA Category I Credit
The University of Michigan Medical School is accredited by the Accreditation Council for Continuing Medical Education (ACCME) to provide continuing medical education for physicians.

The University of Michigan Medical School designates this enduring material for a maximum of 11.5 AMA PRA Category 1 Credit(s)™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

American Board of Pediatrics (ABP) Maintenance of Certification (MOC) Part II
After completing this post-test to receive AMA PRA Category 1 credits , if you are board-certified in PEDIATRICS through the American Board of Pediatrics, you can also earn MOC Part 2 (Maintenance of Certification) that will be directly sent to the ABP, as long as you have completed your Board Reporting Profile within MiCME.

Successful completion of this CME activity, which includes participation in the evaluation component, enables the learner to earn up to 11.5 MOC points in the American Board of Pediatrics' (ABP) Maintenance of Certification (MOC) program. It is the CME activity provider's responsibility to submit learner completion information to ACCME for the purpose of granting ABP MOC credit.

Content initially reviewed and approved for CME Credit: 2/27/20,
The content was reviewed for currency and accuracy, to continue offering CME Credit: 1/31/23
Content is approved for CME credit availability through 2/28/26.
Additional Info: References:
  1. Ching TYC, Cupples L, Marnane V. Early Cognitive Predictors of 9-Year-Old Spoken Language in Children With Mild to Severe Hearing Loss Using Hearing Aids. Front Psychol. 2019;10:2180. Published 2019 Sep 26. doi:10.3389/fpsyg.2019.02180
  2. Hoff E, Core C, Place S, Rumiche R, Señor M, Parra M. Dual language exposure and early bilingual development. J Child Lang. 2012;39(1):1–27. doi:10.1017/S0305000910000759
  3. Korver AM, Smith RJ, Van Camp G, et al. Congenital hearing loss. Nat Rev Dis Primers. 2017;3:16094. Published 2017 Jan 12. doi:10.1038/nrdp.2016.94
  4. Lieberthal AS, Carroll AE, Chonmaitree T, et al. The diagnosis and management of acute otitis media [published correction appears in Pediatrics. 2014 Feb;133(2):346. Dosage error in article text]. Pediatrics. 2013;131(3):e964–e999. doi:10.1542/peds.2012-3488
  5. Lipkin PH, Okamoto J; Council on Children with Disabilities; Council on School Health. The Individuals With Disabilities Education Act (IDEA) for Children With Special Educational Needs. Pediatrics. 2015;136(6):e1650–e1662. doi:10.1542/peds.2015-3409
  6. Lotfi Y, Rezazadeh N, Moossavi A, Haghgoo H A, Farokhi Moghadam S, Pishyareh E, et al . Review Paper: Introduction of Pediatric Balance Therapy in Children with Vestibular Dysfunction: Review of Indications, Mechanisms, and Key Exercises. Iranian Rehabilitation Journal. 2016; 14 (1) :5-14
  7. O'Connor SS, Coggins R, Gagnon L, Rosenfeld RM, Shin JJ, Walsh SA. Plain Language Summary: Otitis Media with Effusion. Otolaryngol Head Neck Surg. 2016;154(2):215–225. doi:10.1177/0194599815624409
  8. Tomblin JB, Oleson JJ, Ambrose SE, Walker E, Moeller MP. The influence of hearing aids on the speech and language development of children with hearing loss. JAMA Otolaryngol Head Neck Surg. 2014;140(5):403–409. doi:10.1001/jamaoto.2014.267
  9. Wallace B, Lifshitz J. Traumatic brain injury and vestibulo-ocular function: current challenges and future prospects. Eye Brain. 2016;8:153–164. Published 2016 Sep 6. doi:10.2147/EB.S82670

Credits available:

ABP MOC Part II: 11.50
AMA PRA Category 1: 11.50
Participation: 11.50