Speech–language therapists’ perceptions of an eLearning program to support training in videofluoroscopic swallow studies
Authors: Burns Clare L. , Taubert Shana T. , Ward Elizabeth C. , McCarthy Kellie A. , Graham Nicola 
Published: January 2021

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.

What this paper adds

What is already known on the subject

SLTs demonstrate variable knowledge and skill in conducting and interpreting VFSS, which can impact dysphagia diagnosis and management. While access to VFSS training can be challenging, the barriers to training for SLTs have not been clearly documented. Research has confirmed that eLearning can be used effectively in healthcare education, and in some aspects of VFSS training; however, it is yet to be applied to address the broad range of VFSS training needs.

What this paper adds to existing knowledge

This study describes the SLT reported barriers to VFSS training which include limited access to formal and practical training, workload‐related time pressures and the complexity of learning the VFSS skill set. The findings highlight that an eLearning program, was an accepted mode of learning for VFSS training. SLTs reported the online program met their learning needs by improving access to training, the multimedia program features supported their understanding of complex anatomical and physiological concepts, and training frameworks assisted their clinical reasoning and VFSS interpretation.

What are the potential or actual clinical implications of this work?

eLearning can assist in overcoming many VFSS training barriers identified by SLTs and the multimedia aspects of eLearning can effectively support VFSS beginner‐level education to complement and expedite in‐clinic practical training. Given that VFSS results inform decisions regarding commencement and progression of oral intake and swallow rehabilitation, enhanced VFSS training has the potential to positively influence dysphagia outcomes and quality of life.