Factors that influence success when training videofluoroscopic swallowing study analysts

Abstract

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.