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Predictors Of Swallowing Outcomes In Patients With Combat-Injury Related Dysphagia, Nancy Pearl Solomon, Angela M. Dietsch, Katie Dietrich-Burns
Predictors Of Swallowing Outcomes In Patients With Combat-Injury Related Dysphagia, Nancy Pearl Solomon, Angela M. Dietsch, Katie Dietrich-Burns
Department of Special Education and Communication Disorders: Faculty Publications
Background: Traumatic injuries, such as those from combat-related activities, can lead to complicated clinical presentations that may include dysphagia.
Methods: This retrospective observational database study captured dysphagia-related information for 215 United States military service members admitted to the first stateside military treatment facility after sustaining combat-related or combat-like traumatic injuries. A multidimensional relational database was developed to document the nature, course, and management for dysphagia in this unique population and to explore variables predictive of swallowing recovery using Bayesian statistical modeling and inferential statistical methods.
Results: Bayesian statistical modeling revealed the importance of maxillofacial fractures and soft …
The Impact Of Active Learning In A Speech-Language Pathology Swallowing And Dysphagia Course, Rebecca H. Affoo, Justin L. Bruner, Angela M. Dietsch, Ciara Nellenbach, Theresa M. Jones, Mark E. Lehman
The Impact Of Active Learning In A Speech-Language Pathology Swallowing And Dysphagia Course, Rebecca H. Affoo, Justin L. Bruner, Angela M. Dietsch, Ciara Nellenbach, Theresa M. Jones, Mark E. Lehman
Department of Special Education and Communication Disorders: Faculty Publications
The signature pedagogy in Speech-Language Pathology (SLP) higher education programs has been criticized for its instructor-centric lecture format and emphasis on the lower tiers of Bloom’s taxonomy (simply memorizing knowledge) at the expense of helping students develop the clinical problem-solving skills required for a lifetime of practice and learning. The purpose of this study was to examine the responses of a cohort of graduate speech-language pathology students to an active learning-oriented swallowing and dysphagia course design. A potential relationship between student perceptions of the active learning pedagogy and academic performance was also explored. The results suggest that active learning positively …