This study in the management of dysphagia or swallowing disorders involved 72 contactable Speech-Language Pathologists (SLP) in Malaysia. A survey was undertaken to identify the patterns of dysphagia management by SLPs in Malaysia by identifying the percentage of SLPs in Malaysia who have managed swallowing disorders, the approximate number of patients, assessment and therapy techniques used, other professional involvement and the factors that influenced the confidence levels of the SLPs in managing swallowing disorders. Fifty percent (50%) of the forty four SLPs (61.6%) who responded to the survey had previously managed swallowing disorders. It was estimated that 5% (430 of 8268) of patients referred to the SLPs in Malaysia presented with dysphagia and were subsequently managed for their swallowing problems. The oromotor examination was carried out most frequently (100%) for evaluation of dysphagia while the compensatory technique proved to be the most frequently used management technique (77.3%). Most referrals to the SLPs were received from the neurosurgeon (59.1%); the otorhinolaryngologist was most referred to by the SLPs (50%). By using the Chi-squared analysis, it was found that clinical training in dysphagia at the undergraduate or post-graduate levels influenced the confidence levels of the SLPs in managing dysphagia cases (χ2 = 10.063 with p value = 0.007).
Skala perkembangan kanak-kanak barat seringkali digunakan di Malaysia sebagai panduan utama ibu bapa dan golongan profesional dalam memantau perkembangan kanak-kanak kerana kurangnya data rujukan yang dilaporkan serta wujud anggapan bahawa perkembangan kanak-kanak di Malaysia setara dengan perkembangan kanak-kanak di negara Barat. Walau bagaimanapun, berdasarkan kajian-kajian lepas timbul keraguan mengenai kesesuaian skala perkembangan kanak-kanak barat menilai perkembangan komunikasi kanak-kanak di Malaysia. Oleh itu, kajian rintis ini bertujuan untuk membentuk data rujukan yang boleh dijadikan panduan bagi menilai perkembangan komunikasi kanak-kanak tahap bertatih di Malaysia. Kajian ini melibatkan pengadaptasian The Integrated Scales of Development (Cochlear Ltd. 2003) bagi kanak-kanak bertatih yang berusia 16 hingga 30 bulan yang terbahagi kepada tiga subskala berdasarkan umur iaitu subskala 16 hingga 18 bulan, 19 hingga 24 bulan dan 25 hingga 30 bulan. Penilaian kesahan dan kebolehpercayaan telah dilakukan ke atas skala yang diadaptasi. Berdasarkan penilaian kesahan, dua item telah digugurkan daripada subskala 16-18 bulan dan lapan item digugurkan daripada setiap subskala 19-24 bulan dan subskala 25-30 bulan. Ujian kebolehpercayaan alfa Cronbach telah dilakukan dan didapati hanya subskala 16-18 bulan mempunyai nilai kebolehpercayaan yang tinggi (a = 0.872), manakala kedua-dua subskala 19-24 bulan dan subskala 25-30 bulan mempunyai kebolehpercayaan yang rendah (a = 0.626 dan a = 0.628) masing-masing. Secara keseluruhannya, hasil adaptasi skala ini sesuai digunakan sebagai panduan bagi memantau perkembangan komunikasi kanak-kanak dan bukannya sebagai alat penilaian yang utama.
There were critical limitations to dysphagia services in Malaysia with speech-language pathologists’ (SLPs) reported
lacking skills and confidence in managing the disorder. This study examined the impact of providing professional
development training in dysphagia management. Aims were to determine if: (1) delivery of a training series enhances
SLPs knowledge in dysphagia management, (2) knowledge translated into improved clinical skills and (3) clinicians’
perception of their knowledge, skills and confidence improved post-training. The study used a single cohort pre- and
post-test research design and involved nine Malaysian SLPs. Participants underwent assessment at pre- and immediately
post-training and again at one month post-training. At each assessment level, knowledge and skills were assessed via a
written examination and observational assessment of clinical performance respectively. Visual analogue scales were used
to measure clinician’s perceptions of knowledge, skills and confidence. The training model involved four consecutive;
4-hour week-end workshops with opportunity to apply new knowledge and develop networking in clinical practice in
the weekdays between each session. Significant (p < 0.05) improvements in knowledge and clinical skills were observed
immediately post- and at one month after training. Clinician’s perceptions of knowledge, skills and confidence were
also significantly higher immediately post- and at one month post-training. The current 4-week structured professional
development model was found to be effective in enhancing SLPs’ knowledge and skills in dysphagia management and
improving their perceptions and confidence. The findings highlight the benefits that can be achieved through well designed
professional development programs.
Knowledge of normal anatomy and physiology of swallowing is fundamental in the identification of individuals with or
at risk for swallowing disorders. Learning anatomy and physiology however, is not an easy task thus, computer-assisted
learning (CAL) approaches have been incorporated into the learning of the topics to enhance understanding. Although
evidence exists on the benefits of using CAL in education, more studies are necessary in the field of swallowing. While
courseware for the learning of anatomy and physiology of swallowing exist, they are not comprehensive. Therefore, this
study aimed to develop a comprehensive CAL courseware for anatomy and physiology of swallowing. The current study
used a designed-based research following the ADDIE (analysis, design, development, implementation, and evaluation)
model to create a multimedia courseware, incorporating the use of text, still images, animations, audio narrations,
and presented on a simple graphical user interface. The courseware was evaluated by 27 undergraduate students in
terms of its usefulness, ease of use, and users’ satisfaction. Results indicate that the participants were satisfied with the
courseware and that they perceived the courseware as useful, easy to learn and easy to use. The study represents an
initiative to investigate the use of CAL in the subject and to establish the basis for further work which includes assessment
on the learning outcomes from the usage of the CAL courseware. It is hoped that the use of this courseware in teaching
and learning of anatomy and physiology of swallowing can enhance students’ knowledge and understanding of the area
efficiently and effectively.
This paper aims to describe a Malay version of the Boston Naming Test (MBNT) and its normative data. The M-BNT follows closely the general administration procedures of the original Boston Naming Test (BNT) but is different in terms of item content. A total of 29 items from the original 60 items on the test were deemed culturally and linguistically valid for the Malay population and were thus retained. A total of 41 additional items were added to make a total list of 70 items for pilot testing. These items were first vetted by a panel of experts and then trialed on a sample of 40 Malay adults. Based on the item analysis from the pilot study, the M-BNT was reduced to a 50 item test. This was administered to 230 normal Malay subjects in five age groups (20 - 29 years, 30 - 39 years, 40 - 49 years, 50 - 59 years, and 60 - 69 years), split into two main educational levels (i.e. < 12 years of education, and 12 years or more) and across gender. The Malay subjects were chosen representative of the four major geographical regions in West Malaysia. Initial normative data was computed according to the five age groups and two educational levels. It is hoped that the M-BNT will become a test useful in the identification of patients with an expressive language word-finding disorder.