Exploring Dysphagia Management Competencies: An Analysis of North Carolina Graduate-Level Dysphagia Course Syllabi

Speech Language Pathologists (SLPs) are the preferred experts in evaluating, treating, and managing swallowing disorders (dysphagia) (Schwartz, 2021; Clark & Ebersole, 2018; Erlichman, 1989). Master of Science programs in Speech-Language Pathology require graduate-level courses in dysphagia management. These courses serve as the primary education and training in dysphagia management competencies for SLPs. Syllabi can be evaluated to explore what a student may encounter and be expected to learn in a course; syllabi serve as functional roadmaps for a course’s intended learning objectives (DiClementi & Handelsman, 2005; Tokatlı & Keşli, 2009). Speech Language Pathologists (SLPs) are the preferred experts in swallowing disorders (dysphagia) (Schwartz, 2021; Clark & Ebersole, 2018; Erlichman, 1989). Master of Science programs in Speech-Language Pathology require dysphagia management courses, where syllabi serve as functional roadmaps that can be evaluated to explore student learning outcomes (DiClementi & Handelsman, 2005; Tokatlı & Keşli, 2009). This exploratory mixed-methods study aimed to describe North Carolina (NC) graduate-level dysphagia course syllabi instructor and course design factors (instructor experience, syllabus characteristics, syllabus tone, syllabus focus), and inclusion of dysphagia management competencies, and to describe associations between variables and the inclusion of dysphagia management competencies. Eight syllabi collected (100% response rate) were deidentified and rated for readability. Five undergraduate students blindly rated the syllabi for tone, focus, and dysphagia management competencies. The NC graduate-level dysphagia course syllabi were considered to have a formal, serious, respectful, and matter-of-fact tone. The syllabi were mainly learner-focused and contained almost half of the dysphagia management competencies evaluated. Instructor experience, casual tone, and learner-focus syllabi were associated with having more dysphagia management competencies. As the syllabi were condensed, they were less likely to include dysphagia management competencies. By highlighting potential curriculum gaps, SLPs can be better prepared to address competence in dysphagia management.<p></p>