Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| INTRODUCTION to DYSPHAGIA and FEEDING DISORDERS | - | Fall Semester | 2+2 | 3 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Prof.Dr. Saime Seyhun TOPBAŞ |
| Name of Lecturer(s) | Prof.Dr. Saime Seyhun TOPBAŞ |
| Assistant(s) | Prof. Dr. Seyhun TOPBAŞ, |
| Aim | To have knowledge of swallowing anatomy, structures and functioning, neuroanatomy and physiology of normal swallowing; classification of swallowing disorders; causes of neurogenic, mechanical, structural swallowing disorders and explain clinical assessment and advantages and disadvantages of instrumental assessment. |
| Course Content | This course contains; Introduction to and Epidemiology of Swallowing Disorders; description normal swallowing and dysphagia,Anatomy and physiology of Swallowing Disorders,Anatomy and Phsiyology of the Swallowing Mechanism,Neurology of the Swallowing Mechanism,The oral preparatory, oral, pharyngeal and oesafageal phases of swallowing,Swallowing Disorders caused by Neurolological, mechanic, structural Disorders and Other Diseases in adults,Swallowing Disorders caused by Neurolological, mechanic, structural Disorders and Other Diseases in children,Roles of SLT and other professionals in Swallowing Disorders, screening instruments,Roles of SLT and other professionals in Swallowing Disorders, screening instruments,Clinical assessment of Swallowing Disorders,Introduction to Instrumental assessment in dysphagia,Nutrition and Diets,Pediatric Dysphagia: Assessment of Disorders of Swallowing and Feeding,General Overview. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 1. Describe normal swallowing, swallowing disorders and its epidemiology. | 9 | A |
| 2. Explain the anatomy, physiology and neurology of swallowing. | 14, 37, 6, 9 | A, G |
| 3. Explain the oral, oral transit, pharyngeal and oesafageal phases of swallowing and differentiate the differences in children and adults. | 10, 37, 6, 8, 9 | A, E |
| 4. Classify the neurologic, mechanic, structural etiology and functional diagnosis of swallowing disorders in children and adults. | 10, 13, 37, 4, 6, 9 | A, E |
| 5. Explains the responsibilities of SLT, and the roles of other professionals/disciplines in a team assessment; compares the screening and seal-assessment tests. | 10, 37, 6, 8, 9 | A, E |
| 6. Explains the clinical assessment steps and how to do it in pediatric and adult dysphagia. | 10, 6, 9 | A, E |
| 7. Describe the instrumental assessments and contrasts the advantages and disadvantages of instrumental techniques in dysphagia. | 10, 13, 15, 4, 5, 6, 9 | A, E |
| 8. Explain the nutrition and diet in swallowing disorders. | 10, 11, 13, 16, 37, 4, 6, 9 | A, E |
| Teaching Methods: | 10: Discussion Method, 11: Demonstration Method, 13: Case Study Method, 14: Self Study Method, 15: Role Play and Drama Technique, 16: Question - Answer Technique, 37: Computer-Internet Supported Instruction, 4: Inquiry-Based Learning, 5: Cooperative Learning, 6: Experiential Learning, 8: Flipped Classroom Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework, G: Quiz |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to and Epidemiology of Swallowing Disorders; description normal swallowing and dysphagia | Reading the subject before coming to class |
| 2 | Anatomy and physiology of Swallowing Disorders | Reviewing the previous lesson before coming to class |
| 3 | Anatomy and Phsiyology of the Swallowing Mechanism | Reading the subject before coming to class |
| 4 | Neurology of the Swallowing Mechanism | Reviewing the previous lesson before coming to class |
| 5 | The oral preparatory, oral, pharyngeal and oesafageal phases of swallowing | A literature review about the subject |
| 6 | Swallowing Disorders caused by Neurolological, mechanic, structural Disorders and Other Diseases in adults | Reviewing the previous lesson before coming to class |
| 7 | Swallowing Disorders caused by Neurolological, mechanic, structural Disorders and Other Diseases in children | Reading the subject before coming to class |
| 8 | Roles of SLT and other professionals in Swallowing Disorders, screening instruments | Reviewing the previous lesson before coming to class |
| 9 | Roles of SLT and other professionals in Swallowing Disorders, screening instruments | Reading the subject before coming to class |
| 10 | Clinical assessment of Swallowing Disorders | Reviewing the previous lesson before coming to class |
| 11 | Introduction to Instrumental assessment in dysphagia | A literature review about the subject |
| 12 | Nutrition and Diets | Reviewing the previous lesson before coming to class |
| 13 | Pediatric Dysphagia: Assessment of Disorders of Swallowing and Feeding | Reading the subject before coming to class |
| 14 | General Overview | Doing general repetition before coming to class |
| Resources |
| Evaluation and Treatment of Swallowing Disorders, Jeri A. Logemann Clinical Management of Swallowing Disorders, Thomas Murry and Ricardo Carrau Adult Swallowing Disorders, Michael A Crary and Michael E Groher Feeding and Swallowing Disorders in Infancy: Assessment and Management, Lynn S. Wolf , M.O.T., OTR, and Robin P. Glass, M.S. Baş Boyun Anatomisi, Eric W. Baker |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | 1. Knows how to access current basic, theoretical and applied scientific knowledge in the field of speech and language therapy by using information technologies and resources; evaluates the accuracy, reliability and validity of this information. | X | |||||
| 2 | 2. Uses the knowledge and skills acquired in education in an evidence-based manner and effectively for the improvement of quality of life for communication, speech, language, voice and swallowing health at individual and social level and for the prevention, diagnosis and therapy of disorders in this field. | X | |||||
| 3 | 3. Establishes interdisciplinary collaborations with the health professionals and other professionals with a sense of social responsibility and becomes a reliable member of the team of health professionals. | X | |||||
| 4 | 4. Collects evidence-based data using technological devices and tools in the field, plans, implements, modifies, terminates, reports, documents and monitors programs securely. | X | |||||
| 5 | 5. Undertakes prevention, functional assessment, differential diagnosis, therapy, rehabilitation practices with a holistic approach based on bio-psycho-social and cultural norms, utilizing knowledge and skills gained in the professional field along with the appropriate technology, | X | |||||
| 6 | 6. Has the ability to conduct professional and academic studies independently, effectively and ethically; has the ability to take responsibility as a team member and to find solutions to expected or unforeseen problems. | X | |||||
| 7 | 7. Acts in accordance with the processes by having sufficient awareness of quality management and continuity, environmental protection and occupational safety. | X | |||||
| 8 | 8. Identifies personal and professional learning needs with a self-critical approach, learns at least one foreign language, develops a positive attitude towards lifelong-learning, and demonstrates what he/she has learned. | X | |||||
| 9 | 9. As an individual, he/she sets an example to the society with his/her positive attitudes, behaviors and communication open to continuous change; acts respectful and sensitive to democracy and human rights, social, cultural, linguistic and individual differences at the universal level. | X | |||||
| 10 | 10. As an individual, he/she acts in accordance with the legislations and regulations, scientific and professional ethical values related to his/her field; fulfills all the duties and responsibilities required by his/her profession while observing the rights of the clients and protects and defends his/her professional rights. | X | |||||
| 11 | 11. Has the necessary skills to take part in national and international policy development efforts related to personal and public health, family counseling, social awareness, health and education policies related to the field of speech-language pathology, and conveys clear and accurate information. | X | |||||
| 12 | 12. Participates in the planning and execution of projects and research, utilizing his/her knowledge on research methods, teaching-learning, assessment and evaluation and management. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 14 | 4 | 56 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 15 | 15 | |||
| General Exam | 1 | 25 | 25 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 96 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(96/30) | 3 | |||||
| ECTS of the course: 30 hours of work is counted as 1 ECTS credit. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| INTRODUCTION to DYSPHAGIA and FEEDING DISORDERS | - | Fall Semester | 2+2 | 3 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Prof.Dr. Saime Seyhun TOPBAŞ |
| Name of Lecturer(s) | Prof.Dr. Saime Seyhun TOPBAŞ |
| Assistant(s) | Prof. Dr. Seyhun TOPBAŞ, |
| Aim | To have knowledge of swallowing anatomy, structures and functioning, neuroanatomy and physiology of normal swallowing; classification of swallowing disorders; causes of neurogenic, mechanical, structural swallowing disorders and explain clinical assessment and advantages and disadvantages of instrumental assessment. |
| Course Content | This course contains; Introduction to and Epidemiology of Swallowing Disorders; description normal swallowing and dysphagia,Anatomy and physiology of Swallowing Disorders,Anatomy and Phsiyology of the Swallowing Mechanism,Neurology of the Swallowing Mechanism,The oral preparatory, oral, pharyngeal and oesafageal phases of swallowing,Swallowing Disorders caused by Neurolological, mechanic, structural Disorders and Other Diseases in adults,Swallowing Disorders caused by Neurolological, mechanic, structural Disorders and Other Diseases in children,Roles of SLT and other professionals in Swallowing Disorders, screening instruments,Roles of SLT and other professionals in Swallowing Disorders, screening instruments,Clinical assessment of Swallowing Disorders,Introduction to Instrumental assessment in dysphagia,Nutrition and Diets,Pediatric Dysphagia: Assessment of Disorders of Swallowing and Feeding,General Overview. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 1. Describe normal swallowing, swallowing disorders and its epidemiology. | 9 | A |
| 2. Explain the anatomy, physiology and neurology of swallowing. | 14, 37, 6, 9 | A, G |
| 3. Explain the oral, oral transit, pharyngeal and oesafageal phases of swallowing and differentiate the differences in children and adults. | 10, 37, 6, 8, 9 | A, E |
| 4. Classify the neurologic, mechanic, structural etiology and functional diagnosis of swallowing disorders in children and adults. | 10, 13, 37, 4, 6, 9 | A, E |
| 5. Explains the responsibilities of SLT, and the roles of other professionals/disciplines in a team assessment; compares the screening and seal-assessment tests. | 10, 37, 6, 8, 9 | A, E |
| 6. Explains the clinical assessment steps and how to do it in pediatric and adult dysphagia. | 10, 6, 9 | A, E |
| 7. Describe the instrumental assessments and contrasts the advantages and disadvantages of instrumental techniques in dysphagia. | 10, 13, 15, 4, 5, 6, 9 | A, E |
| 8. Explain the nutrition and diet in swallowing disorders. | 10, 11, 13, 16, 37, 4, 6, 9 | A, E |
| Teaching Methods: | 10: Discussion Method, 11: Demonstration Method, 13: Case Study Method, 14: Self Study Method, 15: Role Play and Drama Technique, 16: Question - Answer Technique, 37: Computer-Internet Supported Instruction, 4: Inquiry-Based Learning, 5: Cooperative Learning, 6: Experiential Learning, 8: Flipped Classroom Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework, G: Quiz |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to and Epidemiology of Swallowing Disorders; description normal swallowing and dysphagia | Reading the subject before coming to class |
| 2 | Anatomy and physiology of Swallowing Disorders | Reviewing the previous lesson before coming to class |
| 3 | Anatomy and Phsiyology of the Swallowing Mechanism | Reading the subject before coming to class |
| 4 | Neurology of the Swallowing Mechanism | Reviewing the previous lesson before coming to class |
| 5 | The oral preparatory, oral, pharyngeal and oesafageal phases of swallowing | A literature review about the subject |
| 6 | Swallowing Disorders caused by Neurolological, mechanic, structural Disorders and Other Diseases in adults | Reviewing the previous lesson before coming to class |
| 7 | Swallowing Disorders caused by Neurolological, mechanic, structural Disorders and Other Diseases in children | Reading the subject before coming to class |
| 8 | Roles of SLT and other professionals in Swallowing Disorders, screening instruments | Reviewing the previous lesson before coming to class |
| 9 | Roles of SLT and other professionals in Swallowing Disorders, screening instruments | Reading the subject before coming to class |
| 10 | Clinical assessment of Swallowing Disorders | Reviewing the previous lesson before coming to class |
| 11 | Introduction to Instrumental assessment in dysphagia | A literature review about the subject |
| 12 | Nutrition and Diets | Reviewing the previous lesson before coming to class |
| 13 | Pediatric Dysphagia: Assessment of Disorders of Swallowing and Feeding | Reading the subject before coming to class |
| 14 | General Overview | Doing general repetition before coming to class |
| Resources |
| Evaluation and Treatment of Swallowing Disorders, Jeri A. Logemann Clinical Management of Swallowing Disorders, Thomas Murry and Ricardo Carrau Adult Swallowing Disorders, Michael A Crary and Michael E Groher Feeding and Swallowing Disorders in Infancy: Assessment and Management, Lynn S. Wolf , M.O.T., OTR, and Robin P. Glass, M.S. Baş Boyun Anatomisi, Eric W. Baker |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | 1. Knows how to access current basic, theoretical and applied scientific knowledge in the field of speech and language therapy by using information technologies and resources; evaluates the accuracy, reliability and validity of this information. | X | |||||
| 2 | 2. Uses the knowledge and skills acquired in education in an evidence-based manner and effectively for the improvement of quality of life for communication, speech, language, voice and swallowing health at individual and social level and for the prevention, diagnosis and therapy of disorders in this field. | X | |||||
| 3 | 3. Establishes interdisciplinary collaborations with the health professionals and other professionals with a sense of social responsibility and becomes a reliable member of the team of health professionals. | X | |||||
| 4 | 4. Collects evidence-based data using technological devices and tools in the field, plans, implements, modifies, terminates, reports, documents and monitors programs securely. | X | |||||
| 5 | 5. Undertakes prevention, functional assessment, differential diagnosis, therapy, rehabilitation practices with a holistic approach based on bio-psycho-social and cultural norms, utilizing knowledge and skills gained in the professional field along with the appropriate technology, | X | |||||
| 6 | 6. Has the ability to conduct professional and academic studies independently, effectively and ethically; has the ability to take responsibility as a team member and to find solutions to expected or unforeseen problems. | X | |||||
| 7 | 7. Acts in accordance with the processes by having sufficient awareness of quality management and continuity, environmental protection and occupational safety. | X | |||||
| 8 | 8. Identifies personal and professional learning needs with a self-critical approach, learns at least one foreign language, develops a positive attitude towards lifelong-learning, and demonstrates what he/she has learned. | X | |||||
| 9 | 9. As an individual, he/she sets an example to the society with his/her positive attitudes, behaviors and communication open to continuous change; acts respectful and sensitive to democracy and human rights, social, cultural, linguistic and individual differences at the universal level. | X | |||||
| 10 | 10. As an individual, he/she acts in accordance with the legislations and regulations, scientific and professional ethical values related to his/her field; fulfills all the duties and responsibilities required by his/her profession while observing the rights of the clients and protects and defends his/her professional rights. | X | |||||
| 11 | 11. Has the necessary skills to take part in national and international policy development efforts related to personal and public health, family counseling, social awareness, health and education policies related to the field of speech-language pathology, and conveys clear and accurate information. | X | |||||
| 12 | 12. Participates in the planning and execution of projects and research, utilizing his/her knowledge on research methods, teaching-learning, assessment and evaluation and management. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |