Speech-language therapists' perceptions of an eLearning program to support training in videofluoroscopic swallow...

Area of Science:

• Medical Education
• Speech-Language Pathology
• Diagnostic Imaging

Background:

• Speech-language therapists (SLTs) require diverse training for adult videofluoroscopic swallow studies (VFSS).
• Variable training methods and limited access impact VFSS practice quality.
• Barriers to SLT training in VFSS have not been comprehensively documented.

Purpose of the Study:

• To identify SLT needs and barriers related to VFSS training.
• To evaluate a new beginner-level VFSS eLearning program's effectiveness.
• To assess the program's impact on knowledge, skills, and confidence.

Main Methods:

• An eLearning program with multimedia modules on VFSS preparation, execution, interpretation, and reporting was developed.
• 36 SLTs with limited VFSS experience completed pre-training surveys.
• 32 SLTs completed post-training surveys to assess perceived changes.

Main Results:

• Inconsistent training access and time pressures were identified as primary barriers.
• SLTs perceived the eLearning program as a suitable and beneficial training option.
• Post-training, participants reported increased confidence, knowledge, and skills in VFSS and dysphagia management.

Conclusions:

• The beginner-level VFSS eLearning program effectively addressed identified training needs.
• eLearning offers a viable solution to overcome common VFSS training barriers for SLTs.
• Enhanced VFSS training through eLearning can improve dysphagia diagnosis and patient outcomes.