Duration
30h Th, 15h Pr
Number of credits
| Master en logopédie, à finalité spécialisée | 4 crédits |
Lecturer
Substitute(s)
Language(s) of instruction
French language
Organisation and examination
Teaching in the second semester
Schedule
Units courses prerequisite and corequisite
Prerequisite or corequisite units are presented within each program
Learning unit contents
The course unit covers the physiology of swallowing, swallowing disorders, their clinical signs and causes, as well as approaches to assessment and speech-language therapy management. In particular, it addresses functional assessment, instrumental examinations, dietary and environmental adaptations, compensatory strategies, therapeutic exercises, and their application to various clinical situations. Ideally, all these topics will be covered; however, certain aspects may be adapted depending on the time available and the group dynamics.
The chapters on the anatomy of the aerodigestive tract and neurological control, taught by Professor Aude Lagier, support understanding of the course but are not directly included in the assessment.
Guest Lecturers:
Two guest lecturers will contribute to the course unit.
Pascale Grevesse will present pediatric feeding disorders based on Goday's interdisciplinary framework, covering their definition; assessment across the medical, nutritional, psychosocial, and feeding-skill domains; and the principles of evidence-based, functional management developed in partnership with the child and their family.
Lorraine Lieffrig will lead a workshop on oropharyngeal dysphagia in adults. Using a clinical case, students will learn to distinguish screening from assessment, analyze the results of an instrumental examination, define safety and rehabilitation goals, and develop an individualized treatment plan. The workshop will also provide hands-on experience with compensatory maneuvers, rehabilitation exercises, and different food textures based on the IDDSI framework.
Learning outcomes of the learning unit
By the end of the course unit, students will be able to:
- explain the physiological mechanisms of swallowing;
- identify and interpret the main signs of a swallowing disorder;
- relate clinical observations to the functional mechanisms that may be impaired;
- structure a speech and language therapy assessment and interpret clinical and instrumental findings;
- assess respiratory, nutritional, and functional risks;
- formulate therapeutic goals and propose an individualized treatment plan;
- select and justify appropriate adaptations, compensatory strategies, and exercises.
Prerequisite knowledge and skills
Basic knowledge of anatomy, physiology, neurology, pathology, and the speech and language therapy clinical process. Ability to use anatomofunctional terminology and analyse a clinical situation.
Planned learning activities and teaching methods
Depending on the time available, group dynamics, and audience engagement, activities may include lectures, analysis of videos and instrumental assessments, mealtime observations, case studies, tutorials, and the demonstration or practical exploration of adaptations and therapeutic exercises. Discussion and open-ended questions are encouraged to promote the articulation and integration of concepts.
Mode of delivery (face to face, distance learning, hybrid learning)
Presence is required
Course materials and recommended or required readings
Platform(s) used for course materials:
- eCampus
Further information:
Slide presentations, video clips, diagrams, instrumental assessments, clinical cases, scientific articles, and book chapters. Specific required reading may be assigned for the assessment. Materials on the anatomy of the aerodigestive tract and the neurological control of swallowing are provided as aids to understanding and will not be directly assessed.
Exam(s) in session
Any session
- In-person
written exam ( multiple-choice questionnaire, open-ended questions ) AND oral exam
- Remote
oral exam
Further information:
Written or oral exam
If written:
The assessment focuses on understanding swallowing mechanisms, semiological and functional analysis, the interpretation of clinical data, and the ability to propose and justify an assessment and management approach. Open-ended questions are preferred, allowing students to demonstrate their understanding and explain their clinical reasoning. Assessment criteria include factual accuracy, the relevance of the connections made, the quality of the argumentation, the precision of the terminology used, and the appropriateness of the proposed responses to the clinical situation.
Spelling rules: Good command of French is essential for professional practice in speech therapy. If your assignment/report contains more than 5 spelling mistakes (usage and/or grammar), you will automatically receive a failing grade (5/20) in the first session and will need to resubmit it in the second session. In the second session, if your work still contains more than 5 mistakes, 2 points will be deducted from your final course grade (/20).
Work placement(s)
Organisational remarks and main changes to the course
Presence is required
No recording