Educational Issues in Teaching Dysphagia to Speech Pathologists

Abstract

This paper examines current practices in teaching speech pathology students dysphagia theory and practice in Australia, with comment and contrast from speech pathology courses in the UK. There is wide diversity in terms of the time allocated to this subject on undergraduate courses, in ways of teaching and achieving clinical practicum in these areas and in evaluating the learning outcomes and competence of students. Against the background of changing work experience in the health sector, where dysphagia increasingly forms a significant proportion of a speech pathologist’s caseload, the challenge for educators is to provide a dynamic, integrated, modern curriculum where dysphagia forms a significant component of the course. This paper examines some of the current educational issues and discusses teaching and learning paradigms in this area.

Speech–language therapists’ perceptions of an eLearning program to support training in videofluoroscopic swallow studies

“…The broad skill set required to conduct VFSS includes knowledge of swallowing function and impairment; an understanding of VFSS clinic processes and equipment; and skills to conduct the study and interpret the radiological images in real time to diagnose dysphagia and plan intervention (Martin-Harris et al 2008, Murray 2009. Many SLT undergraduate training programs teach foundation VFSS knowledge; however, additional postqualification training is necessary to develop knowledge and practical skill to conduct VFSS independently (Perry 1999). This is achieved through continuing professional development activities, including competency-based training; courses and special-interest groups; and self-directed review of the evidence-based literature (American Speech-Language-Hearing Association 2004, Royal College of Speech and Language Therapists 2013, Speech Pathology Australia 2013).…”

“…These tasks include appropriate patient selection; hypotheses formulation from the clinical swallow exam; and real-time analysis of swallowing impairments and evaluation of compensatory strategies to guide treatment planning. Training is also required in the broader operational aspects of VFSS such as preparing barium materials, implementing VFSS protocols and report writing (American Speech- Language-Hearing Association 2004, Perry 1999, Royal College of Speech and Language Therapists 2013, Speech Pathology Australia 2013).…”

“…2008, Murray 2009). Many SLT undergraduate training programs teach foundation VFSS knowledge; however, additional post‐qualification training is necessary to develop knowledge and practical skill to conduct VFSS independently (Perry 1999). This is achieved through continuing professional development activities, including competency‐based training; courses and special‐interest groups; and self‐directed review of the evidence‐based literature (American Speech–Language–Hearing Association 2004, Royal College of Speech and Language Therapists 2013, Speech Pathology Australia 2013).…”