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Background: Speech and language therapists (SLTs) working with dysphagia have had to radically alter diagnostic and rehabilitation services during the severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) pandemic, hereafter referred to as coronavirus disease (COVID-19). Given the aerosol-generating procedures inherent in swallow assessment and interventions, these SLTs have also been particularly susceptible to virus exposure. Aims: To investigate the psychological impact of COVID-19 on SLTs working with adult dysphagia across the Republic of Ireland and to identify the personal and professional factors associated with depression, anxiety, stress and post-traumatic stress disorder (PTSD). To explore SLT perspectives regarding their experiences during the COVID-19 pandemic. Methods & Procedures: A cross-sectional 34-item online survey was developed and piloted. The survey collected demographic details and professional factors and it incorporated the Depression, Anxiety, and Stress Scale--21 (DASS-21) and the Impact of Event Scale--Revised (IES-R). The survey also sought SLT perspectives regarding their experiences during the pandemic. It was distributed to Irish SLT managers, the Irish Association of Speech and Language Therapists (IASLT) and the Irish Dysphagia Special Interest Group (SIG) for dissemination. Outcomes & Results: A total of 94 SLTs working with adults with dysphagia across Ireland responded. In total, 60% of respondents screened positive for depression, anxiety, stress and/or PTSD. Based on the DASS-21, 38% screened positive for depression (mean score = 8.0; SD = 6.3), 36% screened positive for anxiety (mean score = 6.5; SD = 6.0), and 49% screened positive for stress (mean score = 15.4; SD = 6.9). A total of 26% of respondents screened positive for PTSD (mean IES-R total score = 22.6; SD = 16.0). Factors associated with depression, anxiety, stress and PTSD were young age (p = 0.002), limited clinical experience (p = 0.01) and not living with children (p = 0.02). A thematic analysis of SLT perspectives identified four main themes: 'fear of COVID-19 infection and transmission', 'uncertainty regarding policies and procedures', 'changes in SLT roles and responsibilities' and 'increased workload'. Conclusions & Implications: This study highlights the psychological impact of COVID-19 on SLTs working with adults with dysphagia in Ireland and identifies SLTs who are at risk of depression, anxiety, stress and PTSD during the COVID-19 pandemic. Findings may assist employers to identify staff who require psychological support and long-term follow-up during this pandemic and any future health emergencies.

Background: Dysphagia is a highly prevalent condition and affects a wide range of cohorts. A common compensatory strategy to manage dysphagia is diet modification. However, this technique is often associated with poor patient quality of life and adverse long-term effects. Carbonated liquids have shown promise as an alternative compensatory strategy for the management of dysphagia. Aims: To examine the effect of genetic taste status and intensity of carbonation on swallowing and palatability in a healthy young adult population. To examine the palatability of carbonated liquids over time. Methods & Procedures: A total of 35 healthy young adults were recruited for this prospective, quantitative cohort study. They each drank 150 ml of still water (SW), lightly carbonated water (LCW) and highly carbonated water (HCW). Swallow function, palatability and genetic taste status were assessed using the timed water swallow test, the hedonic general labelled magnitude scale and participant ratings of the bitterness of propylthiouracil strips, respectively. Participants were divided into groups of supertasters, moderate tasters and non-tasters. Outcomes & Results: A significant difference was found between SW and HCW on three tests of swallow function. Average time per swallow increased (p = 0.03), average swallow velocity decreased (p = 0.001) and average volume per swallow decreased (p = 0.017) on HCW compared with SW. HCW had a greater impact on swallow function than LCW. A significant mean difference in palatability ratings was found across intensity levels of carbonated fluids (p = 0.002), specifically between SW and HCW (p = 0.001). HCW was less palatable than SW. The palatability of carbonated liquids, investigated within a subgroup of five participants, did not decrease after a 24-h period during which participants only drank carbonated liquids (p = 0.102). A significant difference was found between supertasters' (n = 9) (mean = 13.33) and non-tasters' (n = 20) (mean = -24.5) palatability ratings of HCW (p = 0.03). Despite differences in swallow function between SW and HCW, no differences were detected between supertasters' and non-tasters' swallow function on SW, LCW or HCW. Conclusions & Implications: Carbonated liquids have the ability to alter swallow function in a healthy young adult population; however, liquids must be highly carbonated in order to have an effect. Additionally, highly carbonated liquids are less palatable than SW, but the palatability of carbonated liquids does not decrease over time. Furthermore, supertasters find HCW more palatable than non-tasters. These findings suggest that carbonated liquids alter swallowing in a healthy population. Further research in a clinical population is needed to better understand the potential role of sensory stimulation as a dysphagia intervention.

This is an editorial introducing the Framework for RigOr aNd Transparency In REseaRch on Swallowing (FRONTIERS) forum. [ABSTRACT FROM AUTHOR]

As part of a larger study, professional staff from two universities, Australian and British, were asked how they entered into a higher education career and what factors kept them in that career. Many participants reported that they found themselves in professional services almost by accident, or by a fortunate combination of circumstances. However, in addition to the serendipitous recruitment reported in earlier studies, our analysis found a positive value associated with higher education that attracted people to seek out employment opportunities, and to remain in the sector. This suggests that recruitment is not as accidental or serendipitous as might first appear. We argue that while there are many reasons why our participants remained in higher education, the variety offered in day-to-day roles and responsibilities is a key factor in retaining professional staff. Our findings have implications for policy and practice, for both the recruitment and retention of talented professional staff.

This paper reports on the second stage of a comparative study between two higher education institutions: one in Australia and the other in the United Kingdom, which explored the contributions of professional staff to student outcomes. The first stage acted as a scoping exercise to ascertain how the contributions of professional staff to student outcomes could be investigated. The second stage of the study aimed to undertake a more in-depth exploration of self-reported behaviours in a range of professional staff roles, within the two case studies. The main finding of the comparative study is the broad similarities between the case studies, in self-reported behaviours that contribute to successful student outcomes. Four key factors were identified, which enable or inhibit the contributions of professional staff to successful outcomes. Three of the four factors were found to be the same in both case studies, whereas technology was more important in the Australian case study.

This study examined the perceptions of professional staff on their contribution to student outcomes. An online Delphi survey method was used to collect data from two expert panels: professional staff based in faculties and professional staff based in central university departments. The aim of this method is for the panels to reach consensus. The expert panels were asked to rank 10 propositions which support successful student outcomes. After three rounds the faculty-based panel had reached only a "very weak" consensus, and the non-faculty-based panel only a "weak" consensus. The highest-ranked proposition for both panels related to the ways in which institutions behave towards students: being welcoming and ensuring efficiency. Propositions relating to organisational culture were ranked relatively low indicating that professional staff may underestimate their contribution to these propositions.

The methods we use to assess healthcare students' clinical ability, and justify our evaluations, have come to the fore in the context of competency-based healthcare education. The emphasis on examining the validity of student assessments more robustly is particularly relevant following the rapid transition to novel online examinations because of campus closures due to COVID-19 and repeated calls from many students and educators for online assessments to continue long-term. This paper describes the design and development of two online Objective Structured Clinical Examinations (OSCEs) and the application of Kane's (2013) established validity framework to the online OSCE for an undergraduate speech and language therapy programme. Assessment claims were produced, and evidence was gathered to rationalise these claims to generate a validity argument, which identified strengths and gaps that need to be addressed for future online OSCEs. The description of the process in this paper provides a theoretical and practical template for producing a validity argument for online OSCEs across a range of healthcare disciplines, and indeed for other common student assessment methods. Traditionally, a frequent method reported for deciding the value of assessments is solely capturing the perceptions of students and educators, which overlooks many of the other theoretical aspects of validity. This in-depth focus on producing a validity argument can enable educators to make a more objective, structured, holistic, and critical decision about whether the intended uses of student grades achieved from their chosen assessment can be defended. [ABSTRACT FROM AUTHOR]

The current discussion of consumerism in higher education focuses largely on what the providers are obliged to do for the consumers, against the background of rising tuition fees. This framework does not always sit comfortably with lecturers in the context of a learning and teaching relationship, as it appears to ignore the reciprocal obligations lecturers and students have to one another. The purpose of this article is to offer an alternative view of what lecturers and students are obliged to do in the learning and teaching relationship, if learning is to be effective. I argue, drawing on Aristotle's function argument, that both students and lecturers in higher education have moral role obligations; that these moral role obligations are derived from the functions of the roles being voluntarily undertaken by each party; that therefore, by ascertaining the functions of a student and of a lecturer, both a descriptive purpose and a normative purpose will be revealed for each; and that using moral role obligations as a basis for the student/lecturer relationship offers a less contentious alternative to the consumerist model.

Background: The assessment of adequate upper oesophageal sphincter (UOS) opening during swallowing is an integral component of dysphagia evaluation. Aims: To ascertain speech and language therapists' (SLTs) satisfaction with current methods for assessing UOS function in people with dysphagia and to identify challenges encountered by SLTs with UOS evaluation. Methods & Procedures: A survey was disseminated to 82 SLT managers in Ireland; to two dysphagia Special Interest Groups in the UK; and to the Royal College of Speech & Language Therapists' "Bulletin" periodical. A survey link was also posted on the American Speech and Hearing Association (ASHA) Division 13 (Dysphagia) web forum. Outcomes & Results: Surveys from 224 SLTs with active dysphagia caseloads were included in data analysis. Only 17.9% (40/224) of SLTs were satisfied with the accuracy and reliability of UOS evaluations currently being employed in dysphagia practice. Satisfaction with current UOS evaluation was not associated with the level of clinical experience (r = 0.078; p = 0.246). Eighty-seven per cent (195/224) of SLTs working with dysphagia experience challenges in UOS evaluation. Challenges reported include lack of resources/equipment (55.9%), limited quantitative information (45.6%), lack of training (41%) and knowledge (39%) in UOS function, and limited multidisciplinary team involvement (34%). Conclusions & Implications: SLTs across all levels of clinical experience are not satisfied with current UOS evaluation in dysphagia practice. Based on the specific challenges identified, recommendations to progress SLT evaluation of UOS function in people with dysphagia are proposed. (Contains 3 tables and 2 figures.)

This paper describes the use of action learning groups to develop the teaching practice of postgraduate research students (PGRs) who are engaged in teaching and/or supporting the learning of students in their departments. Evaluation of the intervention is described from the academic developer and the participant perspective. From this evaluation it can be concluded that participants in this study benefited from the intervention and there was evidence of professional development in their teaching practice. Moreover, the intervention yielded some interesting insights into the unique situation of PGRs who also teach. One insight in particular is the conflict experienced by PGRs who are simultaneously student and colleague of their respective research supervisors. It is argued that these insights can be utilised to make long-term systemic improvements to ensure PGRs are appropriately supported in their teaching practice.

Data from focus groups of 12 nursing students and 8 tutors and survey responses from 97 students and 18 tutors were analyzed. Results revealed a wide range of factors motivated students to be self-directed. All students believed good lectures were highly motivating. Students desired clear guidance and feedback. (Contains 12 references.) (SK)