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Abstract

Abstract

Background

Despite the critical role of dysphagia management in speech-language pathology education, limited research has examined how graduate-level curriculum design and learning experiences influence clinical preparedness and competency development. The purpose of this study is to examine the relationships between instructor characteristics, syllabus design features, and the inclusion of dysphagia management competencies in graduate speech-language pathology (SLP) dysphagia course syllabi across North Carolina (NC).

Method

Instructor information and dysphagia syllabi from all accredited graduate SLP programs across NC were collected and rated. The New Dale-Chall Readability Calculator was used to evaluate syllabus readability and content complexity. The Four Dimensions of Tone scale was applied to describe how syllabus tone may influence the learner experience, and the Learning-Focused Syllabus Rubric Guide was used to assess the syllabi’s focus. Dysphagia management competencies were identified and coded using the Dysphagia Competency Verification Tool (DCVT). Instructor characteristics, including clinical and teaching experience, academic rank, and degree level, were also collected. Spearman’s rank-order correlation was used to examine relationships between instructor characteristics, syllabus design features, and the proportion of DCVT dysphagia management competencies represented in each syllabus.

Results

Results from eight instructors across six accredited graduate SLP programs across NC showed that syllabi were generally formal, respectful, and learner-focused, with 44.7% of the DCVT dysphagia management competencies included. Increased instructor experience, a casual syllabus tone, and learner-focused syllabi were associated with a higher proportion of dysphagia management competencies included in the syllabi. Instructors with advanced degrees included significantly more videofluoroscopic swallow study (VFSS) items (rs(6) = .878, p = .004) and total DCVT items (rs(6) = .764, p = .027), while Board Certified Specialists in Swallowing (BCS-S) included significantly more clinical swallow assessment (CSA) items (rs(6) = .756, p = .030) and fiberoptic endoscopic evaluations of swallowing (FEES) items (rs(6) = .760, p = .028). Conversely, greater clinical workload was correlated with fewer included competencies, showing strong negative correlations with total DCVT items (rs(6) = -.835, p = .010) and VFSS items (rs(6) = -.908, p = .002). These findings suggest that instructor characteristics and syllabus design features collectively influence the inclusion of dysphagia management competencies in SLP graduate dysphagia course syllabi across NC.

Conclusion

Graduate SLP dysphagia course syllabi revealed substantial gaps in the inclusion of dysphagia management competencies, particularly in instrumental assessment domains. Instructor characteristics, including degree level, BCS-S, and clinical workload, significantly influenced competencies included in course syllabi. Syllabus design features, such as tone and focus, were also associated with inclusion of dysphagia management competencies. These findings highlight areas to strengthen graduate SLP education through supportive curriculum development, directly impacting clinical competence and patient outcomes in NC.

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