Training Mechanisms for Healthcare Providers in Feeding Infants With Cleft Palate

ObjectiveThere is a lack of formal training documented for service providers across disciplines regarding patients with cleft palate, resulting in a variety of informal training mechanisms. The purpose of this study was to characterize the training interdisciplinary providers have received related to feeding infants with cleft palate and generate ideas for future training mechanisms.DesignProspective, mixed methods surveySettingFeeding providers from ACPA approved cleft palate teams in North AmericaParticipantsProviders of varying disciplines that regularly engaged in feeding services for infants with cleft palate and completed the first training-related question within the surveyMain Outcome MeasuresInformation on provider demographics and trainingResultsMost respondents' (56.6%) academic program did not include information regarding feeding infants with cleft palate, which was significantly higher (P < .001) for disciplines outside of speech-language pathology. Of all respondents, 81.6% received on-the-job training while 69.7% attended continuing education to acquire this information; significantly more speech-language pathologists (P < .001) reported attending continuing education than other disciplines. Conventions or conferences (44.7%) and materials (47.4%) from the ACPA were considered very helpful by those who pursued continuing education. Inductive content analysis revealed themes related to collaborating with other professionals, available research to guide practice, and graduate and postgraduate/professional training.ConclusionsInconsistencies in academic training within and across disciplines exist related to feeding infants with cleft palate. There are several opportunities to expand continuing education.