Abstract Objective: This study examines the influence of cleft training programs on speech and language therapists (SLTs), aiming to identify the strengths and weaknesses of the training program, as well as the challenges faced posttraining that may influence the application of the acquired knowledge. Design: Using a sequential mixed methods research design, the research instrument underwent thorough validation and demonstrated strong reliability. Data Analysis: Data were analyzed utilizing Pearson Product-Moment Correlation, alongside percentages, mean, and standard deviation for research questions, as well as thematic analysis. Results: The findings indicate a significant improvement in the understanding of speech challenges faced by individuals with cleft conditions following the training program among trained SLTs. Furthermore, a positive correlation was observed between program participation and subsequent service delivery by SLTs. However, challenges such as geographical distance, resource availability, and time constraints were identified as barriers to effectively implementing the knowledge gained from the training program. Limitations: The study acknowledges limitations, including a restricted geographical focus, the exclusion of extraneous variables, and potential participant bias. Conclusions: Despite these limitations, the research offers valuable insights into the complex relationship between cleft training programs and the practices of SLTs, contributing to a deeper understanding of the successes and challenges encountered in program implementation.
Lawal et al. (Tue,) studied this question.