Abstract
Introduction: Audiology is an area of specialization for speech-language pathologists, in charge of studying the auditory and vestibular system. It has been identified that some first-year students in the audiology specialty have a low level of conceptual appropriation in audiology, which hinders the acquisition of audiologist's own competencies. Objective: To describe the changes in the perception of students regarding their level of audiological competence, after implementing a virtual learning object (VLO) in the Specialization in Audiology. Method: Quantitative research with descriptive approach was carried out, in which first year students participated, this research was divided into 3 stages, diagnosis of the level of perception of competences, design and implementation of the VLO and evaluation of the post-implementation perception. The data were analyzed with the Wilcoxon signed-rank test. Results: The results show that in most of the participants the perception after the implementation of the VLO improved with respect to the competences in pathophysiological fundamentals of the auditory function; the relation of the diagnosis of hearing disorders with the diagnostic tests applied; the use of technology for diagnostic processes and procedures; and the relation between the relevance of the tests for the elaboration of auditory diagnoses. Conclusions: Changes in perception associated with VLO implementation have shown significant effects. Technological immersion is a line that should be worked on in the curricular evaluation processes of audiology training programs.

Key words
audiology, competency-based education, professional training, virtual learning object, perception