Abstract
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.