INT J LANG COMMUN DISORD, JANUARY/FEBRUARY 2020, VOL. 55, NO. 1, 70–84 Research Report Evaluation of a tracheostomy education programme for speech–language therapists Anna Miles† , Lucy Greig‡, Bianca Jackson† and Melissa Keesing§ †Speech Science, The University of Auckland, Auckland, New Zealand ‡The University of Canterbury Rose Centre for Stroke Recovery and Research, Christchurch, New Zealand §Starship Children’s Hospital, Auckland District Health Board, Auckland, New Zealand (Received April 2019; accepted September 2019) Abstract Background: Tracheostomy management is considered an area of advanced practice for speech–language therapists (SLTs) internationally. Infrequent exposure and limited access to specialist SLTs are barriers to competency development. Aims: To evaluate the benefits of postgraduate tracheostomy education programme for SLTs working with children and adults. Methods & Procedures: A total of 35 SLTs participated in the programme, which included a 1-day tracheostomy simulation-based workshop. Before the workshop, SLTs took an online knowledge quiz and then completed a theory package. The workshop consisted of part-task skill learning and simulated scenarios. Scenarios were video recorded for delayed independent appraisal of participant performance. Manual skills were judged as (1) completed successfully, (2) completed inadequately/needed assistance or (3) lost opportunity. Core non-medical skills required when managing a crisis situation and overall performance were scored using an adapted Ottawa Global Rating Scale (GRS). Feedback from participants was collected and self-perceived confidence rated prior, immediately post and 4 months post-workshop. Outcomes & Results: SLTs successfully performed 94% of manual tasks. Most SLTs (29 of 35) scored > 5 of 7 on all elements of the adapted Ottawa GRS. Workshop feedback was positive with significant increases in confidence ratings post-workshop and maintained at 4 months. Conclusions & Implications: Postgraduate tracheostomy education, using a flipped-classroom approach and low- and high-fidelity simulation, is an effective way to increase knowledge, confidence and manual skill performance in SLTs across patient populations. Simulation is a well-received method of learning. Keywords: tracheostomy, speech–language therapy, simulation, education. What this paper adds What is already known on the subject Tracheostomy management is considered an area of advanced practice for SLTs internationally, but competency development is difficult for many owing to low patient numbers and poor access to specialist supervision. Simulation has shown benefits in low-frequency, high-risk patient populations. What this paper adds to existing knowledge SLTs are positive about simulation and gained confidence, knowledge and tracheostomy-specific skills with an online theoretical package and a 1-day simulation workshop. Address correspondence to: Anna Miles, Speech Science, School of Psychology, The University of Auckland, Private Bag 92019, Auckland, New Zealand; e-mail: a.miles@auckland.ac.nz International Journal of Language & Communication Disorders ISSN 1368-2822 print/ISSN 1460-6984 online C  2019 Royal College of Speech and Language Therapists DOI: 10.1111/1460-6984.12504