Integrating Academic and Clinical Learning Using a Clinical Swallowing Assessment

Abstract

This article describes an experiential learning activity designed to integrate classroom knowledge and a clinical swallowing assessment. Twenty master’s-level graduate students in a dysphagia course conducted a clinical swallowing assessment with a resident of an independent retirement community. The exercise was designed to allow students an opportunity to obtain a case history and assess the oral motor and swallowing abilities of older adults without clinical dysphagia. The students’ favorable responses from evaluating the experience suggested that it is a beneficial activity to bridge academic knowledge and emerging clinical skills. The areas the students considered most beneficial were the following: asking questions during the case history interview, providing clear explanations and directions during tasks, practicing the clinical task and observing a normal swallow, and increased confidence and competence to perform a clinical swallowing assessment. This activity could be used in academic training programs regardless of location and availability of clients.