Factors That Influence the Development of Videofluoroscopic Swallowing Study Analytical Skill

Abstract

The importance of instrumental assessment for swallowing disorders, including videofluoroscopic swallowing study (VFSS), is established, yet little is known about the best methods to train speech pathologists in VFSS analysis. This thesis reviews the currently available knowledge about training speech pathologists for VFSS analytical practice and presents the results of three studies that explore the experiences and opinions of people who train speech pathologists for VFSS analytical practice and the outcomes and experiences of trainees when learning. Collectively, this body of inquiry aimed to provide guidance for clinical practice and future research by (1) uncovering the factors that impact training; (2) comparing independent online training for VFSS analysis with blended modes that incorporate peer support or expert facilitation; and (3) examining the relative impact of trainee-related factors that might impact the development of VFSS analytical skill.