Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Experiment Videos

Educational issues in teaching dysphagia to speech pathologists.

A Perry1

  • 1School of Human Communication Sciences, La Trobe University, Bundoora, Vic., Australia. A.Perry@latrope.edu.au

Folia Phoniatrica Et Logopaedica : Official Organ of the International Association of Logopedics and Phoniatrics (IALP)
|August 18, 1999
PubMed
Summary
This summary is machine-generated.

Related Concept Videos

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Evidence of Genetic Isolation and Differentiation Among Historically Fragmented British Populations of Common Juniper, <i>Juniperus communis</i> L.

Ecology and evolution·2025
Same author

Local Genetic Adaptations Among Remnant Populations of British Common Juniper, Juniperus communis, Indicated by a Common Garden Trial.

Ecology and evolution·2025
Same author

Perinatal sleep disruption and postpartum psychosis in bipolar disorder: Findings from the UK BDRN Pregnancy Study.

Journal of affective disorders·2023
Same author

Pregnancy and neonatal outcomes of COVID-19: The PAN-COVID study.

European journal of obstetrics, gynecology, and reproductive biology·2022
Same author

High power high voltage bias-T for half wave resonators and radio frequency quadrupole couplers.

The Review of scientific instruments·2022
Same author

Real-world implementation of video-observed therapy in an urban TB program in the United States.

The international journal of tuberculosis and lung disease : the official journal of the International Union against Tuberculosis and Lung Disease·2021

Speech pathology education varies widely in Australia and the UK regarding dysphagia (swallowing difficulties) training. Educators face challenges in developing modern curricula to meet the growing demand for dysphagia expertise in healthcare.

Area of Science:

  • Speech Pathology Education
  • Clinical Practice
  • Healthcare Training

Background:

  • Dysphagia management is a growing component of speech pathology caseloads.
  • Current educational practices for dysphagia vary significantly across Australian and UK university programs.
  • There is a need for dynamic, integrated, and modern curricula to address these variations.

Purpose of the Study:

  • To examine and contrast current practices in teaching dysphagia theory and practice to speech pathology students in Australia and the UK.
  • To identify diversity in curriculum allocation, clinical practicum, and assessment methods.
  • To discuss educational challenges and teaching paradigms for dysphagia within speech pathology courses.

Main Methods:

  • Comparative analysis of undergraduate speech pathology curricula in Australia and the UK.

Related Experiment Videos

  • Review of teaching methods and clinical practicum strategies for dysphagia.
  • Examination of student learning outcome evaluation and competence assessment.

    • Main Results:

    • Significant diversity observed in the time allocated to dysphagia on undergraduate courses.
    • Variations exist in teaching approaches and the achievement of clinical practicum in dysphagia.
    • Inconsistent methods for evaluating student learning outcomes and competence in dysphagia.

    Conclusions:

    • Educators must develop innovative and integrated curricula to prepare speech pathologists for the increasing prevalence of dysphagia.
    • Addressing the diversity in educational approaches is crucial for ensuring consistent student competence.
    • Modern teaching and learning paradigms are needed to effectively equip students with essential dysphagia skills.