Learning to swallow together: Medical and speech and language therapy student interprofessional learning about dysphagia

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dc.contributor.authorKelly, Helenen
dc.contributor.authorCronin, Maireáden
dc.contributor.authorHynes, Helenen
dc.contributor.authorDuxbury, Sarahen
dc.contributor.authorTwomey, Orlaithen
dc.contributor.funderIrish Network of Healthcare Educators (INHED)en
dc.date.accessioned2023-04-04T11:30:28Z
dc.date.available2023-04-04T11:30:28Z
dc.date.issued2021-11-09en
dc.description.abstractBACKGROUND: Interprofessional education (IPE) is considered to be a necessary step in preparing the healthcare workforce for collaborative patient care. Dysphagia, a complex health condition, requires collaboration between disciplines such as medicine (MED) and speech and language therapy (SLT). Therefore, both disciplines must have a shared understanding of dysphagia management within the context of interprofessional care. OBJECTIVE: This study investigated MED and SLT students’ shared learning about dysphagia management following an IPE workshop. The student experience of IPE was also explored. METHODS: Fifty students participated in one 3-hour classroom-based IPE dysphagia workshop which was appraised through a questionnaire completed immediately before and following the workshop. Within- and Between-Group analysis evaluated change in knowledge about dysphagia management. Comments related to student learning experiences were examined using a qualitative description approach. RESULTS: 98%of students (24 MED; 25 SLT) completed pre- and post-workshop questionnaires. Wilcoxon Signed-Rank tests indicated statistically significant post-workshop growth in knowledge of symptoms (p < 0.001) and medical conditions (p < 0.001) related to dysphagia. Students reported increased confidence in their ability to identify dysphagia (p < 0.001). Greater understanding of interprofessional roles was observed post-workshop, notably nursing (p < 0.05), pharmacy (p < 0.05), occupational therapy (p < 0.05) and physiotherapy (p < 0.001). While recognised as beneficial to shared learning and appreciation of different discipline perspectives, both cohorts found IPE challenging. CONCLUSIONS: Classroom-based IPE is an appropriate approach for shared learning about complex health conditions which require interprofessional care. Including patient-facing activities would further enhance student learning. While students found IPE challenging, they identified several benefits related to their professional development.en
dc.description.sponsorshipIrish Network of Healthcare Educators (INHED Education and Research Grant Scheme 2019)en
dc.description.statusPeer revieweden
dc.description.versionAccepted Versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.citationKelly, H., Cronin, M., Hynes, H., Duxbury, S. and Twomey, O. (2021) ‘Learning to swallow together: Medical and speech and language therapy student interprofessional learning about dysphagia’, Advances in Communication and Swallowing, 24(1), pp. 21–32. https://doi.org/10.3233/ACS-210027en
dc.identifier.doi10.3233/acs-210027en
dc.identifier.endpage32en
dc.identifier.issn2772-5383en
dc.identifier.issn2772-5391en
dc.identifier.issued1en
dc.identifier.journaltitleAdvances in Communication and Swallowing,en
dc.identifier.startpage21en
dc.identifier.urihttps://hdl.handle.net/10468/14357
dc.identifier.volume24en
dc.language.isoenen
dc.publisherIOS Pressen
dc.relation.ispartofAdvances in Communication and Swallowingen
dc.rights© 2021 – IOS Pressen
dc.subjectInter-professional educationen
dc.subjectInter-professional learningen
dc.subjectIPEen
dc.subjectDysphagiaen
dc.subjectSpeech and language therapyen
dc.subjectMedicineen
dc.titleLearning to swallow together: Medical and speech and language therapy student interprofessional learning about dysphagiaen
dc.typeArticle (peer-reviewed)en
dc.typejournal-articleen
oaire.citation.issue1en
oaire.citation.volume24en
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