Quality Improvement for Audiologists

Quality improvement (QI) is an ongoing activity that objectively evaluates current work practices and client care provided by educators and health care practitioners, including audiologists and speech-language pathologists (SLPs).

Outcome Measures and Quality Improvement

Integrating outcome measurements into quality improvement activities enhances both the effectiveness and efficiency of the interventions provided by audiologists.

In 2025, the National Academies of Sciences, Engineering, and Medicine (NASEM) released a consensus study report titled Measuring Meaningful Outcomes for Adult Hearing Health Interventions. The report

  • addresses the lack of consistent, meaningful outcome measures in adult hearing health care and
  • proposes a standardized approach based on clinical evidence and patient-centered priorities.

NASEM has identified a core outcome set for adults with hearing loss, which includes the following:

Problem Area

Outcome Measures

Description

Speech understanding in challenging listening environments

Words in Noise (WIN) Test (Wilson, 2003)


Abbreviated Profile of Hearing Aid Benefit (APHAB; Cox & Alexander, 1995)

A behavioral measure that assesses a listener’s ability to recognize words in background noise.


A self-reported questionnaire that measures communication difficulties in everyday noisy environments.

Hearing-related psychosocial health

Revised Hearing Handicap Inventory (RHHI; Cassarly et al., 2020)

A self-reported questionnaire that assesses perceived psychological and social challenges of hearing loss.

With the recent establishment of a core outcome set for use with hearing health patients, audiologists now have a foundation for coordinated outcome measurement across the profession. Visit ASHA's Meaningful Outcome Measures in Audiology to explore the core outcome set, the value of national data collection efforts, and how to integrate these efforts into your clinical practice.  

Clinical Examples of Outcome Measures in Audiology

Example 1 – Monitoring Social and Emotional Engagement

Description: A 66-year-old patient reports frustration and withdrawal from gatherings with his family and friends.

Action Taken: The audiologist uses the RHHI prior to the patient’s hearing aid fitting to document his baseline perceived handicap, then has him complete the RHHI again 3 months after hearing aid use.

Outcome and Clinic Application: Improvement in RHHI scores demonstrates reduced perceived handicap, which the clinic can track as part of its quality improvement metrics.

Example 2 – Evaluating Auditory Rehabilitation Program Effectiveness

Description: Clinicians at an audiology clinic want to evaluate the effectiveness of its auditory rehabilitation (AR) program.

Action Taken: Audiologists assess outcomes for each patient involved in the AR program. Patients complete outcome measures at the start of AR and at 3- and 6-week intervals using the APHAB and RHHI questionnaires and WIN test.

Outcome and Clinic Application:

  • The clinic analyzes trends in outcome scores to see if patients who received AR show improved results than patients not enrolled in the AR program.
  • Using these findings, the clinic updates its materials and staff training.

Accreditation and Quality Improvement

Accreditation refers to the formal acknowledgment that a person, group, or organization has fulfilled established criteria or benchmarks.

The Joint Commission: Playing a Critical Role

The Joint Commission—a nonprofit health care accreditation organization—establishes national patient safety goals (NPSGs) to improve patient care. NPSGs are updated annually and may differ depending on the health care setting. To view the most recent safety goals by setting, see the Joint Commission’s National Patient Safety Goals webpage. Although The Joint Commission does not outline audiology-specific standards, many of its broader quality and safety requirements directly shape how audiologists deliver care in hospitals, clinics, and health systems.

The Joint Commission’s role historically was to conduct medical records reviews. However, it has expanded its focus to include assessing QI activities that address actual patient care—including:

  • quality and appropriateness of care,
  • accuracy of diagnostics,
  • efficacy of treatment,
  • appropriateness of referrals, and
  • outcomes of services provided.

Risk Management

Risk management is a structured process designed to achieve the following key objectives:

  • Identify potential and actual risks.
  • Analyze risks for financial, legal, and clinical impact.
  • Develop strategies and systems to reduce or control risks.
  • Implement these strategies in daily operations.
  • Monitor and regularly review effectiveness.

A comprehensive risk management program in audiology should include the following critical components:

  • Safety and Security Protocols – Protect staff, patients, and property.
  • Infection Control Measures – Prevent cross-contamination and maintain a clean environment.
  • Incident and Accident Review – Investigate and learn from events to prevent recurrence.
  • Prevention Strategies – Minimize risks through proactive planning.
  • Education and Training – Ensure that audiologists, staff, and patients understand safety procedures.

A handbook of precautions, infection control, and prevention strategies should be available in every work setting for all audiologists and staff. Each staff member should review their responsibilities within a risk management program. Team members’ roles and responsibilities may include the following:

  • Risk Management Coordinator – Oversees the program, reviews incident reports, arranges staff training, and updates policies annually.
  • Clinic Director – Ensures compliance with state and federal regulations and maintains malpractice insurance.
  • Audiologists – Adhere to standards of practice; follow infection control protocols set by the facility, school, or clinic; and report any risks or incidents that occur.
  • Support Staff – Maintain safe clinic environment and report hazards immediately.

A risk management program adopts a proactive stance to (a) prevent harm and (b) reduce financial loss and legal liability. Risk management is the responsibility of every audiologist—regardless of work setting.

Fall Risk

In addition to a risk management program within the audiology clinic, professionals should also be aware of their patients’ fall risks in daily life and consider strategies to help reduce those risks when outside the clinical setting. Individuals with hearing loss have increased fall risk when compared to individuals without hearing loss (Yeo et al., 2025).

Key components that a patient fall risk plan may include are as follows:

  • Screening protocols: Incorporate standardized fall risk screening into intake or regular assessments. This might include
    • case history items (e.g., falls in the past year, unsteadiness, fear of falling);
    • self‐report instruments (e.g., standardized questionnaires);
    • brief performance‐based tests (e.g., Timed Up & Go, gait speed, balance tasks), as feasible; and  
    • cognitive screening tools, which can help give additional insight into fall risk.
  • Intervention pathways: For patients identified as being at risk for falls, be sure to have clear referral pathways. These pathways may include
    • amplification/hearing aids;
    • vestibular evaluation/rehabilitation;
    • referral to physical therapy balance training;
    • referral to their primary care physician for medication review; and/or
    • referral for a vision check.

Patient Satisfaction

Patient satisfaction is a critical component of quality care in audiology. It goes beyond a patient’s hearing outcomes: It reflects their entire experience with your clinic, from the first phone call to follow-up visits. Providing high-quality care is critical to both receiving reimbursement for that care and positive outcomes of services. Assessing patient satisfaction and applying the feedback drives professional growth, strengthens clinic performance, and improves patient outcomes.

Why Is Patient Satisfaction Important?

  • Patients who report higher satisfaction are more likely to adhere to treatment recommendations—such as consistent hearing aid use and follow-up appointments.
  • A positive clinical experience fosters trust, which improves communication and enables more accurate reporting of hearing difficulties.
  • Satisfied patients are more likely to (a) recommend your services to friends and family and (b) leave positive reviews—important drivers for practice reputation and growth.
  • Measuring satisfaction provides actionable feedback for improving services, aligning with quality improvement frameworks recommended by organizations such as The Joint Commission and NASEM.
  • It helps audiologists demonstrate value to payers and health systems as health care shifts toward patient-centered care models.

How To Measure Patient Satisfaction

Measure patient satisfaction only using validated, evidence-based tools to ensure reliability and meaningful data collection. Some ways to measure patient satisfaction are

  • using evidence-based tools and
  • collecting qualitative feedback.

The clinicians can integrate into routine care the tools below to measure overtime patient satisfaction.

Evidence-Based Tools

Here are some examples of evidence-based surveys and questionnaires:

  • International Outcome Inventory for Hearing Aids (IOI-HA): Measures benefit, satisfaction, and impact of hearing aids on daily life.
  • Satisfaction with Amplification in Daily Life (SADL): Assesses patient-perceived benefit, service, and device performance.
  • Client Oriented Scale of Improvement (COSI): Allows patients to set their own goals and rate improvement post-intervention.
  • Consumer Assessment of Healthcare Providers and Systems (CAHPS): A standardized survey that measures communication, access, and service quality in health care.

Qualitative Feedback

Here are some examples of qualitative feedback:

  • During follow-up appointments, capture feedback about the patient’s experiences with their hearing health care using tools like these:
    • structured interviews
    • open-ended questions
    • After appointments, use online surveys or feedback forms to identify common service issues like these:
      • appointment scheduling
      • wait times
      • clinician communication style

      Resources

      Interested in learning even more about QI? Explore the following resources—both from ASHA and from other reputable audiology and allied health organizations—along with scholarly journal articles that may be of interest for further reading and education.

      ASHA Resources

      Related Resources

      References and Additional Articles of Interest

      Cassarly C, Matthews LJ, Simpson AN, Dubno JR. (2020). The Revised Hearing Handicap Inventory and Screening Tool Based on Psychometric Reevaluation of the Hearing Handicap Inventories for the Elderly and Adults. Ear and Hearing, 41(1), 95–105. https://doi.org/10.1097/AUD.0000000000000746

      Cox, R. M., & Alexander, G. C. (1995). The abbreviated profile of hearing aid benefit. Ear and Hearing, 16(2), 176–186. https://doi.org/10.1097/00003446-199504000-00005

      Hendriks, M., Dahlhaus-Booij, J., & Plass, A. M. (2017). Clients’ perspective on quality of audiology care: Development of the Consumer Quality Index (CQI) ‘Audiology Care’ for measuring client experiences. International Journal of Audiology, 56(1), 8–15. https://doi.org/10.1080/14992027.2016.1214757 

      Sapp, C., Stirn, J., O’Hollearn, T., & Walker, E. A. (2021). Expanding the role of educational audiologists after a failed newborn hearing screening: A quality improvement study. American Journal of Audiology, 30(3), 631–641. https://doi.org/10.1044/2021_AJA-21-00003 

      Wilson, R. H. (2003). Development of a speech-in-multitalker-babble paradigm to assess word-recognition performance. Journal of the American Academy of Audiology, 14(09): 453–470. https://doi.org/10.1055/s-0040-1715938   

      Yeo, B. S. Y., Tan, V. Y. J., Ng, J. H., Tang, J. Z., Sim, B. L. H., Tay, Y. L., Chowdhury, A. R., David, A. P., Jiam, N. T., Kozin, E. D., & Rauch, S. D. (2025). Hearing loss and falls: A systematic review and meta-analysis. JAMA Otolaryngology-Head & Neck Surgery, 151(5), 485–494. https://doi.org/10.1001/jamaoto.2025.0056 

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