Background: Traditionally, auditory rehabilitation in people with hearing loss has sought training in auditory skills to achieve an understanding of sound messages for communication. Assistive or supportive technology is limited to hearing aids that transmit sound through the air or bone to be used by the individual, and only in recent times have technologies for rehabilitation, of high cost and difficult access, begun to be used, employed by audiology professionals. Objective: The objective of this study was to compile the evidence reported in the literature on the use of technology in auditory rehabilitation for the improvement of hearing skills in people with hearing loss, beyond hearing aids and cochlear implants. Method: A systematic review of the literature was conducted between 2018 and 2024 in PubMed, Scopus, and Web of Science databases, using as search terms Technology AND “Auditory Rehabilitation” validated in DeCS and MeSH thesauri; the PICO method was used to propose the research question, and the PRISMA strategy was used for the inclusion or exclusion of the articles to be reviewed. Results: In the first search, 141 documents were obtained. Subsequently, inclusion criteria, such as development with vibrotactile stimulation, Information and Communication Technologies (ICTs), among others, and exclusion criteria, such as those related to cochlear implants and air conduction hearing aids, were applied, and finally, articles related to natural language processing, and other systematic reviews were excluded so that the database was reduced to 14 documents. To this set, due to their relevance, two papers were added, for a total of sixteen analyzed. Conclusions: There are solutions ranging from the use of smartphones for telehealth to solutions with multiple technologies, such as the development of virtual environments with vibrotactile feedback. Hearing-impaired people and even professionals in this area of healthcare have a high level of acceptance of the use of technology in rehabilitation. Finally, this article highlights the crucial role of technology in auditory rehabilitation, with solutions that improve hearing skills and the positive acceptance of these tools by patients and audiology professionals.

Introducción: A nivel neurofisiológico el cerebelo, los ganglios basales y el sistema límbico son importantes en la coordinación y memoria del movimiento. Objetivo: Comprender los procesos que intervienen en la relación sensoperceptiva de la audición y el aprendizaje motor es una motivación permanente de diferentes disciplinas. Método: Se presenta una revisión documental que tuvo por objetivo analizar la relación de la percepción auditiva y el aprendizaje motor utilizando análisis de contenido desde las perspectivas de audiología, medicina y neurorrehabilitación. Las palabras clave y combinaciones que se tuvieron en cuenta fueron: percepción auditiva, aprendizaje, equilibrio, coordinación y las combinaciones audición-aprendizaje, audición-equilibrio, y audición-coordinación. Se utilizaron las bases de datos y metabuscadores Pubmed, Medscape, Trip, ScienceDirect, EBSCOhots, Pedro, Scielo, y Lilacs. Bibliotecas virtuales como SINAB, Cochrane, Universidad de Málaga, UsNational Library of Medicine, y National Institutes of Health. Se seleccionaron 22 artículos que cumplieron con los criterios de inclusión. Resultados: Se encontró relación entre la percepción auditiva y el aprendizaje motor en la comunicación de la información sensorial auditiva y motora a nivel del procesamiento en el cerebelo y ganglios, que es una parte fundamental en la retención y transferencia motriz. Conclusión: En el proceso del aprendizaje motor que involucra la experiencia del movimiento, proponemos la participación de la audición, mediante integrar las señales percibidas–visuales, auditivas, motrices y vestibulares– que se concretan en mejorar el aprendizaje, haciéndolo más eficaz y generando una memoria más duradera.

La educación 4.0 revoluciona la formación en salud con tecnologías como inteligencia artificial, computación en la nube, robótica, telesalud y redes sociales. Se requiere una adaptación curricular y pedagógica para formar profesionales competentes en estas áreas. Mejorar la calidad educativa implica superar obstáculos en la implementación, garantizar acceso igualitario a tecnologías digitales y fomentar un aprendizaje flexible. Preparar a los profesionales en salud para utilizar estas herramientas, analizar datos y optimizar la atención sanitaria es esencial para el futuro del sector integrando estos avances en la formación de recursos humanos en salud.

Human–companion animal interactions involve multimodal behaviors that caregivers interpret within everyday relational contexts. Understanding how these interpretations are constructed may contribute to research on human–animal interaction and animal behavior. This qualitative study explored how caregivers attribute communicative meaning and intent to companion-animal behaviors during everyday interactions, considering communicative resources, interactional contexts, and shared experience. Twenty-four adult companion-animal caregivers in Bogotá, Colombia, participated in individual semi-structured interviews lasting approximately one hour. Interviews were conducted by a speech-language pathologist, audio-recorded with participants’ authorization, transcribed verbatim, and analyzed thematically. Participatory Speaking Maps were also used to contextualize interaction settings and routines. Participants described interactions as multimodal, involving words, commands, vocal modulation, gestures, body movements, gaze, and physical contact. They attributed communicative purposes to their own messages and interpreted animal behaviors, including approach, following, body movements, and vocalizations, as meaningful responses associated with attention, requests, anticipation of activities, and perceived needs. Shared routines and repeated experiences were described as important for recognizing behavioral patterns and attributing meaning. Caregivers construct interpretations of companion-animal behavior through multimodal cues, contextual information, and shared experience. These interpretations reflect caregivers’ perceptions and should not be considered direct evidence of communicative intent in animals.