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<collection>
<dc:dc xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:invenio="http://invenio-software.org/elements/1.0" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://www.openarchives.org/OAI/2.0/oai_dc/ http://www.openarchives.org/OAI/2.0/oai_dc.xsd"><dc:identifier>doi:10.3390/healthcare13233140</dc:identifier><dc:language>eng</dc:language><dc:creator>Remón, Sara</dc:creator><dc:creator>Ferrer-Mairal, Ana</dc:creator><dc:creator>Bradauskiene, Vijole</dc:creator><dc:creator>Cortés, Ana Cristina</dc:creator><dc:creator>Sanclemente, Teresa</dc:creator><dc:title>Knowledge levels and learning needs in dysphagia management: perspectives from professional and non-professional stakeholders in five european countries</dc:title><dc:identifier>ART-2025-146626</dc:identifier><dc:description>Objectives: Dysphagia represents a significant global health concern with particularly high prevalence in specific clinical conditions, yet educational gaps persist among healthcare professionals and caregivers. This observational, cross-sectional quantitative study aimed to provide a comprehensive overview of the current self-perceived knowledge and learning needs among stakeholders involved in dysphagia management. 

Methods: An international online survey was conducted in five European countries (Greece, Italy, Lithuania, Spain, and Turkey) with 463 participants: 297 professionals (healthcare and non-health specialists, educators, students) and 166 non-professionals (patients, family members, caregivers, interested individuals). Two structured questionnaires explored self-perceived knowledge, learning needs, relevancy of thematic areas, and preferred learning methods. Chi-square and Fisher’s exact tests were used for statistical comparisons. 

Results: Professionals reported higher self-perceived knowledge than non-professionals (p &lt; 0.001), yet both groups expressed comparable needs for further education. Priority learning areas varied by respondent profile: “Identification &amp; Treatment” was prioritized by both speech-language pathologists and healthcare specialists, as well as by non-professionals, while dietitian-nutritionists focused on “Diet &amp; Nutrition” and “Food Preparation”. Short-duration courses and visual, hands-on learning tools were preferred across groups. 

Conclusions: This study highlights a broad demand for dysphagia education among professionals and non-professionals. Tailored, technology-enhanced learning programs could bridge existing knowledge gaps, strengthen multidisciplinary collaboration, and support better daily management of dysphagia.</dc:description><dc:date>2025</dc:date><dc:source>http://zaguan.unizar.es/record/165117</dc:source><dc:doi>10.3390/healthcare13233140</dc:doi><dc:identifier>http://zaguan.unizar.es/record/165117</dc:identifier><dc:identifier>oai:zaguan.unizar.es:165117</dc:identifier><dc:identifier.citation>Healthcare (Switzerland) 13, 23 (2025), 3140 [18 pp.]</dc:identifier.citation><dc:rights>by</dc:rights><dc:rights>https://creativecommons.org/licenses/by/4.0/deed.es</dc:rights><dc:rights>info:eu-repo/semantics/openAccess</dc:rights></dc:dc>

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