Evidence-based practice in speech-language pathology curricula: A scoping study

Abstract

This scoping study investigated how evidence-based practice (EBP) principles are taught in Australian speech-language pathology (SLP) teaching and learning contexts. It explored how Australian SLP university programs: (1) facilitate student learning about the principles of EBP in academic and clinical settings, and (2) self-evaluate their curricula in relation to EBP. The research involved two surveys. Survey 1 respondents were 131 academic staff, program coordinators, and on-campus and off-campus clinical educators. This survey gathered information about EBP teaching and learning in SLP programs as well as future EBP curriculum plans. Survey 2 investigated how clinical educators incorporated EBP into the way they taught clinical decision-making to students. Surveys responses from 85 clinical educators were analysed using descriptive and non-parametric statistics and thematic grouping of open-ended qualitative responses. Both surveys revealed strengths and gaps in integrating EBP into Australian SLP curricula. Perceived strengths were that respondents were positive about EBP, most had EBP training and access to EBP resources. The perceived gaps included the academic staff's perceptions of students' understanding and application of EBP, respondents' understanding of research methodologies, communication and collaboration between academic staff and clinical educators, and a lack of explicit discussion by clinical educators and students of EBP in relation to clients.

Collaborative Methods for Training Evidence-Based Practice: The Triad Model

“…Students often perceive a gap between what they are learning about EBP in the classroom and its clinical application (e.g., Alverson & Greenwald, 2009). Togher et al (2011) validated this finding by reporting a disconnect between how EBP is addressed in academic courses and in clinical education. They found that whereas EBP is intentionally taught in academic courses, there is no such emphasis in clinical education.…”

“…In a survey of Australian SLPs, Togher et al (2011) reported some encouraging trends regarding SLPs' awareness of and attitudes toward EBP. The results strongly suggested that professionals (both academic and clinical) enthusiastically embraced EBP but showed some significant shortcomings in bridging the gap between EBP knowledge and clinical application.…”

Preregistration research training of speech and language therapists in the United Kingdom

“…Similar approaches have been reported in the literature such as problem-based and case-based teaching 38,39 . A review of pre-registration EBP teaching in Australia also reported the use of strategies and resources to support the application of EBP to clinical practice, with proportionally more time spent on the application of EBP knowledge than teaching EBP concepts 40 .…”

A survey of speech-language pathology treatment for non-progressive dysarthria in Australia

“…A barrier to the implementation of these principles appears to be SLPs' awareness and ability to apply these principles to treatment (Conway & Walshe, 2015). However, Togher et al (2011) commented that awareness of evidencebased practice and positive attitudes associated with this do not necessarily result in changes to clinical practice. It is important to determine if the principles of motor learning have been similarly received by Australian SLPs.…”