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Factors that influence success when training videofluoroscopic swallowing study analysts
Edwards, Ann Froude, Elspeth Dark, Leigha Carding, Paul
Edwards, Ann
Froude, Elspeth
Dark, Leigha
Carding, Paul
Abstract
Background: The literature relating to videofluoroscopic swallowing study (VFSS) training is sparse. The available evidence suggests that the learner, environment, and training design might influence VFSS analysts’ skill development. Aims: To identify the factors that VFSS analysts perceive to influence VFSS training. Methods & Procedures: In this qualitative study we interviewed nine speech pathologists from three countries who train VFSS analysts. The interviews followed a semi-structured guide to obtain data describing the trajectory of skill development and the influence of the learner, environment, and training design. We completed a thematic analysis using a simultaneously deductive and inductive approach. Outcomes & Results: Participants indicated that they believed that a trainee’s clinical experience, cognitive attributes, and learning preferences may influence their skill development. Trainers perceived a need to balance increasing the complexity of the task against maintaining the trainee’s confidence. The opportunity to practise and receive feedback was considered important. Barriers to practice were discussed. Training was perceived to have increased in complexity as the field of dysphagia has matured. Participants discussed the interacting demands of time and competency in this evolving environment. Conclusions & Implications: VFSS analytical skill development requires an investment of time by the trainee, trainer, and service. Trainers perceived that the trajectory of training and the time taken to reach competency varied according to the trainee, trainer, training design, and training environment factors. Future research into the impact of these influences and training content is needed to identify ways to provide sufficient practice and support learner differences to reduce the costs and time associated with training.
Keywords
deglutition, deglutition disorders, dysphagia, training, videofluoroscopic swallowing study, clinical education, modified barium swallow
Date
2023
Type
Journal article
Journal
Speech, Language and Hearing
Book
Volume
26
Issue
3
Page Range
223-234
Article Number
ACU Department
School of Allied Health
Faculty of Health Sciences
Faculty of Health Sciences
Collections
Relation URI
Event URL
Open Access Status
Published as ‘gold’ (paid) open access
License
CC BY-NC-ND 4.0
File Access
Open
Notes
© 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group
This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, orbuilt upon in any way. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.
This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, orbuilt upon in any way. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.