Günay KIRKIM
Prof. Dr. Günay Kırkım is a distinguished Turkish academic specializing in audiology and otorhinolaryngology. She currently serves as a professor in the Department of Medical Services and Techniques at the Vocational School of Health Services, Dokuz Eylül University, where she also leads the Audiometry Program.Dr. Kırkım's academic journey began with a pharmacy degree from Ege University in 1981. She pursued her master's studies in the Department of Otorhinolaryngology at Dokuz Eylül University, completing them in 1986. She earned her Ph.D. from Marmara University in 2003. She was appointed as an associate professor in audiology in 2010 and achieved full professorship in 2015.Throughout her career, Prof. Dr. Kırkım has made significant contributions to the field of audiology. She has authored over 270 scientific publications and has been cited more than 500 times, reflecting her influence in the academic community. Her research encompasses various areas, including central auditory changes associated with age-related hearing loss, cognitive function in Meniere's disease, and the effects of noise exposure on hearing function.
Sessions
Hearing Aids and Spatial Hearing- Current Challenges and Future Directions
Children with minimal-to-mild hearing loss often present unique diagnostic and management challenges, yet timely intervention is critical for speech-language development and academic success. This session will provide an evidence-based framework for evaluating minimal hearing loss in pediatric patients, covering audiological monitoring, functional assessment tools, and classroom listening considerations.
The presentation will highlight when to recommend amplification, how to balance audiometric thresholds with functional listening needs, and how to involve families and educators in decision-making. Evidence on hearing aid benefits, real-ear verification strategies, and long-term outcomes will be discussed. Special attention will be given to borderline cases and fluctuating or progressive losses.
Background: Unilateral Hearing loss in children has been widely underestimated in the past, but is currently matter of attention as its diagnosis is made earlier due to universal newborn hearing screening and to stricter follow-up of children at risk. A significant challenge in this area is the reduction in auditory attention, which contributes not only to difficulties in cognitive and linguistic development but also to a diminished quality of life. Children with unilateral hearing loss (UHL) often face challenges in selective auditory attention, especially in environments with multiple speakers, compared to their peers with normal hearing.
Management options for UHL in children include traditional hearing aids (HA), bone-conduction devices, contralateral routing of signal (CROS) systems, and Remote Microphone Hearing Assistance Technology (RMHAT) systems. However, there is currently no consensus regarding which levels of UHL necessitate amplification. Additionally, studies provide conflicting evidence on the benefits of restoring normal signal perception through hearing aids in children with UHL.
This prospective study aims to evaluate auditory attention and hearing quality in children with UHL by comparing outcomes between a group using hearing aids and those not using any amplification devices.
Description: Twenty-four children, including 12 hearing aids users and 12 without any hearing rehabilitation, underwent audiological evaluation including speech audiometry in both quiet and noise, auditory attention tests, and the parent-reported version of the Speech, Spatial, and Quality of Hearing Questionnaire.
Conclusions: We assessed that children with unilateral hearing impairment exhibit significant challenges in auditory attention, which may result in substantial difficulties in real-world communication, especially in comprehending speech. In contrast, peers who have used hearing aids for at least one year demonstrate notable improvements, as the restoration of binaural hearing enhances their performance in auditory attention tests and parent-reported outcomes on the SSQ questionnaire.