Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| INTRODUCTION to DYSPHAGIA and FEEDING DISORDERS | DKT3155160 | Fall Semester | 2+2 | 3 | 3 |
| Course Program | Salı 07:00-07:45 Salı 11:00-11:45 Salı 12:00-12:45 Salı 12:45-13:30 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| 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, 13, 15, 37, 4, 5, 6, 9 | A, E |
| 7. Describe the instrumental assessments and contrasts the advantages and disadvantages of instrumental techniques in dysphagia. | 10, 11, 13, 16, 37, 4, 6, 9 | A, E |
| 8. Explain the nutrition and diet in swallowing disorders. | 10, 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 | PQ-1. By using the necessary information technologies and resources knows how to access, basic and current theoretical and applied scientific knowledge and evaluates the accuracy, reliability and validity of this information in the field of speech and language therapy. | X | |||||
| 2 | PQ-2. Gained through his/her education, uses the knowledge and skills effectively with evidence based metheods to improve the quality of life for healthy development of communication, speech, language, voice and swallowing and to prevent, diagnose and treat the disorders at the individual and public level. | X | |||||
| 3 | PQ-3. With consciousness of social responsibility, establishes interdisciplinary collaborations with experts in various other professions, and works to be a reliable member of such interdisciplinary teams. | X | |||||
| 4 | PQ-4. Gathers evidence-based data using technological devices and tools in the field; plans, executes, makes necessary changes to, finalizes, and reports the programs, and reliably and securely documents and monitors them. | X | |||||
| 5 | PQ-5. Implements prevention, functional evaluation, differential diagnosis, therapy and rehabilitation practices using the acquired knowledge, skills as well as the related technology in the field by taking a bio-psycho-social, cultural, and wholistic approach. | X | |||||
| 6 | PQ-6. Independently and effectively carries out professional work and academic studies; takes responsibilities as a team member and produces solutions to unanticipated or encountered problems. | X | |||||
| 7 | PQ-7. Behaves in accordance with the processes based on an adequate understanding and awareness for quality management and continuity, protection of the environment, and workplace safety. | X | |||||
| 8 | PQ-8. Identifies personal and professional learning needs using a self-critical approach and develops a positive attitude towards life-long learning by learning at least one foreign language and demonstrates learning. | X | |||||
| 9 | PQ-9. Serves as a model for the society through their positive attitude, behaviors, and communication for openness to continuous change; acts in a respectful and sensitive manner to universal democracy, human rights, social, cultural, linguistic and individual differences. | X | |||||
| 10 | PQ-10. Acts in accordance with the field-related legislations, scientific and professional ethical values; performs all professional duties and responsibilities while looking out for the rights and interests of clients; protects and defends professional rights. | X | |||||
| 11 | PQ-11. Participates in development of speech and language therapy related policies for individual and social health, family counseling, societal awareness, health, and education both externally and internally, as well as domestically and internationally; communicates accurate and transparent information. | X | |||||
| 12 | PQ-12. Engages in projects and research by using acquired knowledge and skills in research methods, learning and teaching, assessment, evaluation and management; plans and applies such activities. | 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 | DKT3155160 | Fall Semester | 2+2 | 3 | 3 |
| Course Program | Salı 07:00-07:45 Salı 11:00-11:45 Salı 12:00-12:45 Salı 12:45-13:30 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| 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, 13, 15, 37, 4, 5, 6, 9 | A, E |
| 7. Describe the instrumental assessments and contrasts the advantages and disadvantages of instrumental techniques in dysphagia. | 10, 11, 13, 16, 37, 4, 6, 9 | A, E |
| 8. Explain the nutrition and diet in swallowing disorders. | 10, 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 | PQ-1. By using the necessary information technologies and resources knows how to access, basic and current theoretical and applied scientific knowledge and evaluates the accuracy, reliability and validity of this information in the field of speech and language therapy. | X | |||||
| 2 | PQ-2. Gained through his/her education, uses the knowledge and skills effectively with evidence based metheods to improve the quality of life for healthy development of communication, speech, language, voice and swallowing and to prevent, diagnose and treat the disorders at the individual and public level. | X | |||||
| 3 | PQ-3. With consciousness of social responsibility, establishes interdisciplinary collaborations with experts in various other professions, and works to be a reliable member of such interdisciplinary teams. | X | |||||
| 4 | PQ-4. Gathers evidence-based data using technological devices and tools in the field; plans, executes, makes necessary changes to, finalizes, and reports the programs, and reliably and securely documents and monitors them. | X | |||||
| 5 | PQ-5. Implements prevention, functional evaluation, differential diagnosis, therapy and rehabilitation practices using the acquired knowledge, skills as well as the related technology in the field by taking a bio-psycho-social, cultural, and wholistic approach. | X | |||||
| 6 | PQ-6. Independently and effectively carries out professional work and academic studies; takes responsibilities as a team member and produces solutions to unanticipated or encountered problems. | X | |||||
| 7 | PQ-7. Behaves in accordance with the processes based on an adequate understanding and awareness for quality management and continuity, protection of the environment, and workplace safety. | X | |||||
| 8 | PQ-8. Identifies personal and professional learning needs using a self-critical approach and develops a positive attitude towards life-long learning by learning at least one foreign language and demonstrates learning. | X | |||||
| 9 | PQ-9. Serves as a model for the society through their positive attitude, behaviors, and communication for openness to continuous change; acts in a respectful and sensitive manner to universal democracy, human rights, social, cultural, linguistic and individual differences. | X | |||||
| 10 | PQ-10. Acts in accordance with the field-related legislations, scientific and professional ethical values; performs all professional duties and responsibilities while looking out for the rights and interests of clients; protects and defends professional rights. | X | |||||
| 11 | PQ-11. Participates in development of speech and language therapy related policies for individual and social health, family counseling, societal awareness, health, and education both externally and internally, as well as domestically and internationally; communicates accurate and transparent information. | X | |||||
| 12 | PQ-12. Engages in projects and research by using acquired knowledge and skills in research methods, learning and teaching, assessment, evaluation and management; plans and applies such activities. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |