A Qualitative Inquiry of Practice and Training in Feeding Infants With Orofacial Clefting: Insight From Four Expert Providers

Abstract

Purpose: Feeding infants with cleft lip/palate is a specialty area that crosses disciplinary lines. Due to the low incidence of this condition, information regarding feeding infants with orofacial clefting is often not taught in training programs, potentially leading to variations in practice. The purpose of this study was to explore the current practice and training patterns of health care professionals with regard to feeding infants with cleft lip/palate. Method: In accordance with Consolidated Criteria for Reporting Qualitative Studies guidelines, qualitative, semistructured interviews were conducted via videoconference with four expert feeding providers serving individuals with craniofacial differences. Descriptive thematic analysis informed researchers' understanding through scrutiny of each case and a search for cross-case similarities. Final coding of all transcripts was completed, and coding disagreements were resolved through discussion and refining of theme descriptions. Results: Despite similar expertise and experience within craniofacial care, analysis revealed both similarities and differences in feeding practices, training, and perceived issues in cleft lip/palate care among providers. The final qualitative data analysis revealed the following four emergent themes: Informal Education and Training, Multidisciplinary Practice Issues (subtheme: Postoperative Instructions), Clinical Decision Making, and Recommendations (three subthemes: Components of a Feeding Consultation, Educational Issues, and Patient- and Family-Centered Care). Conclusions: Practice patterns and training vary widely despite similar levels of expertise. Mechanisms for formal training are needed in this area. Supplemental Material: https://doi.org/10.23641/asha.26863651