Module Directory

This module builds on knowledge from year 1 of the programme, introducing core adult pathology of dysphagia. Shared anatomy, physiology and neurology underpin understanding of the typical and pathological processes of the aero digestive tract.

Attention is paid throughout to the quality of life impact of difficulties. Where information regarding disease process is required (Stroke & progressive neurological disease & cancer) this is provided at introductory level throughout the programme.

The aims of this module are:

• To have knowledge of the nature, aetiology and impact of dysphagia and be able to assess and differentially diagnose these disorders.


• To use critical clinical reasoning to develop evidence based management and rehabilitation with reference to patient safety, choice and quality of life.

On successful completion of this module, the learner will have achieved the Eating, Drinking and Swallowing (EDS) pre-registration competencies, in line with RCSLT specifications.

By the end of this module, the learner will have knowledge of:

1. Neuroanatomy and neurology involved in oropharyngeal function.


2. The influence of EDS on health and general wellbeing.


3. Normal EDS anatomy, and physiology of the upper gastro-intestinal tract over the life span.


4. Factors causing or associated with EDS difficulties and the progress of conditions.


5. Basic principles underlying health and safety policies and procedures, and application to professional working and to service users at risk of EDS difficulties.


6. The role and scope of practice of the SLT working in the area of EDS.


7. The roles and scope of practice of MDT members working in the area of EDS.


8. Appropriate terminology in EDS and impairment, assessment, and management.


9. A range of evidence-based rehabilitation and compensatory techniques.


10. The need and routes for appropriate referral to other MDT members.


11. The impact of local policies and procedures on case management.


12. Appropriate review timelines across different scenarios.


13. Factors to consider for discharge planning.


14. Indicators for appropriate instrumental assessment.


15. Broad issues relating to users with complex conditions including neonates, people with tracheostomies, those who are ventilator-dependant, and rare conditions and situations that require development beyond entry-level qualification.


16. Service delivery and caseload management policies and strategies, including escalation processes


17. Ethical, legal, cultural and service influences on decision-making. 

This module builds upon the underlying knowledge gained in earlier modules to prepare the student for the practice of speech and language therapy with the adult client.

In keeping with the approach adopted in first year modules the emphasis here is on the application of underlying knowledge to the understanding of aspects of speech and language disorders and the work of the speech and language therapist within current legislative, national and professional guidelines.

In this module students are introduced to some common difficulties found in the adult SLT caseload.

This module considers the nature and effects of physical, psychological, social, behavioural and neurological difficulties resulting in oral, pharyngeal and laryngeal dysfunction and dysphagia, and the SLT role in reducing the impact of these difficulties.

This module combines the use of lectures to introduce topics, interactive lecture, workshops and problem based learning enable to student to critically appraise their learning throughout delivery, grounding theoretical learning in practice. Students will also have the opportunity to develop clinical skills through their SLT clinical placement.

Lectures

• Fixed resource sessions.
• The fixed resource sessions consist of interactive seminars which will include lectures, discussion of course text and class based workshops.

EBL sessions.

• In the EBL or Enquiry based learning sessions key topic areas are developed further to emphasize their clinical application.

Independent.

• Self guided learning.
• This involves the student in self guided study using learning resources including recommended reading , course study notes, library resources and appropriate tutorial support: this is essential for all IBL, Placement and completion of summative assessment

Online

• Resources are available through Moodle and also websites of patient organisations in the third sector.
• Students are encouraged to understand the requirements of people with dysphagia and dysphonia through listening to the patient voice through these materials. Additionally central guidance on intervention strategies are available on line (e.g. DoH, NICE)

Tutorials

• Students are encouraged to access individual or small group tutorial support for areas of difficulty.
• Academic staff make themselves available for tutorial support by appointment.

Skills

• Skills of identification of key aspects of dysphagia and dysphonia are taught in the classroom, this is further embedded through opportunities on clinical placements.