Palliative Care Training for Medical Speech-Language Pathologists: A Multiple-Baseline Design.

McKee Horvath, Brittany; Heape, Amber; James, Marissa

Purpose: Current research supports favorable outcomes using online continuing education, and speech-language pathologists (SLPs) report a lack of training in palliative care. This study aimed to determine the effectiveness of online palliative care training on the knowledge and comfort level of medical SLPs. Method: In the multiple-baseline across participants method, 10 medical SLPs completed online training modules provided by the Center to Advance Palliative Care. An electronic visual analog scale was used to collect knowledge and comfort ratings. Seven intervention modules were completed asynchronously with self-perceived knowledge and comfort measured following each session. A follow-up phase was used to determine whether the gains were maintained for 3 weeks after the intervention. Results: Nine of 10 participants experienced statistically significant improvements in knowledge, which were maintained through the follow-up phase. Eight of 10 participants demonstrated statistically significant improvements in comfort, which were maintained through the follow-up phase. Conclusions: To date, no other study has examined the effects of online palliative care training on medical SLPs. This investigation provides evidence that online, asynchronous continuing education for medical SLPs may improve their self-perceived knowledge and comfort in palliative care. Supplemental Material: https://doi.org/10.23641/asha.27964515

UNITED States; PALLIATIVE treatment; RESEARCH funding; OCCUPATIONAL roles; SATISFACTION; EDUCATIONAL outcomes; VISUAL analog scale; DESCRIPTIVE statistics; TEACHING methods; PROFESSIONS; PRE-tests & post-tests; ONLINE education; RESEARCH; RESEARCH methodology; QUALITY of life; PATIENT-professional relations; AMERICAN Speech-Language-Hearing Association; ABILITY; COMMUNICATION; ATTITUDES of medical personnel; LEARNING strategies; CLINICAL education; PROFESSIONAL competence; TRAINING

American Journal of Speech-Language Pathology, 2025, Vol 34, Issue 1, p297

1058-0360

Academic Journal

10.1044/2024_AJSLP-24-00003