Learner outcomes and satisfaction following access to a multicomponent virtual education program for pediatric VFSS

The pediatric videofluoroscopic swallow study (VFSS) is a specialized procedure, with speech pathologists (SPs) requiring additional training prior to independent clinical practice. Given the limited available research examining pediatric VFSS training methods, this study aimed to investigate self-reported learner outcomes of a virtual multicomponent education program (facilitator-led peer learning groups and eLearning package). Using a prospective pre-post evaluation design, SPs in Queensland (Australia) were recruited to participate in the program over a 12-month period. The eLearning package consisted of seven modules, which provided information about preparing for, conducting, and interpreting pediatric VFSS. Twelve 60-minute online facilitator-led peer learning groups were offered, incorporating didactic presentations, professional discussions, and inter-rater reliability activities. Participants completed questionnaires regarding demographics, self-reported confidence, case management, overall and individual session satisfaction. Overall, 30 speech pathologists participated in this project. A significant increase in self-reported confidence was reported on 20/21 parameters, and 95% of participants attributed this to the virtual learning program. No significant changes were observed on the case management questionnaire. Participants reported high levels of overall satisfaction with the virtual education program (mean rating 4.3/5), with the use of interactive learning (e.g., videos, case studies) and peer-discussion reported to be highly beneficial. Overall, results highlighted that interactive, peer-based online training methods were well-accepted and resulted in improvements in self-reported confidence. Future research should investigate the impacts of virtual training on clinician performance and patient outcomes.