Speech-Language Therapists' Perceptions of an eLearning Program to Support Training in Videofluoroscopic Swallow Studies

Autor/inn/en	Burns, Clare L.; Taubert, Shana T.; Ward, Elizabeth C.; McCarthy, Kellie A.; Graham, Nicola
Titel	Speech-Language Therapists' Perceptions of an eLearning Program to Support Training in Videofluoroscopic Swallow Studies
Quelle	In: International Journal of Language & Communication Disorders, 56 (2021) 2, S.257-270 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Burns, Clare L.) ORCID (Taubert, Shana T.) ORCID (Ward, Elizabeth C.) ORCID (McCarthy, Kellie A.) ORCID (Graham, Nicola)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1368-2822
DOI	10.1111/1460-6984.12594
Schlagwörter	Speech Language Pathology; Allied Health Personnel; Counselor Attitudes; Electronic Learning; Training; Training Methods; Educational Needs; Physiology; Barriers; Multimedia Instruction + Suchen Sie Ihr Suchwort? Ausbildung; Didaktik; Trainingsmaßnahme; Educational need; Bildungsbedarf; Physiologie; Multimediales Lernen
Abstract	Background: Speech-language therapists (SLTs) seek a range of educational opportunities for training in adult videofluoroscopic swallow studies (VFSS). However, variable training methods and/or unequal access to training can influence VFSS practice. Aims: To document current SLT needs and barriers to VFSS training and to determine if a new beginner-level VFSS eLearning program would assist to meet their training needs. The program incorporated multimedia modules on preparing, conducting, interpreting and reporting VFSS. Methods & Procedures: SLTs with limited experience in adult VFSS completed surveys relating to VFSS training experience and barriers, and perceived changes in knowledge, skills and confidence on core VFSS module topics pre- (n = 36) and post- (n = 32) eLearning training. Outcomes & Results: Inconsistent access to VFSS training opportunities and time-related work pressures were reported as the greatest training barriers. SLTs viewed the eLearning program as a suitable option for VFSS training. Post-training, participants perceived they gained confidence, as well as improved knowledge and skills in all VFSS aspects along with generalised benefits for dysphagia management. SLTs indicated that key benefits of the eLearning program were its comprehensive content and self-directed learning with multimedia tools, which afforded theoretical and practical learning opportunities. Conclusions & Implications: The eLearning program offered SLTs free access to beginner-level adult VFSS training, meeting many identified training needs and providing a foundation from which to develop further practical knowledge and skills within a VFSS clinic setting. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01