Modeling Evidence-Based Practice for Graduate Clinicians: Perspectives from Off-Site Clinical Supervisors in Medical Settings

Abstract

A fundamental aspect of graduate education in speech-language pathology is facilitating clinical competence. Teaching clinical decision-making within an evidence-based practice framework is necessary during both on-site and off-site clinical experiences. In this article the authors present the results of semi-structured interviews with off-site supervisors in medical settings. Interview questions addressed aspects of evidence-based practice (EBP) that are discussed or modeled for students. Supervisors also weighed the importance of each EBP element in their practice. Clinical expertise was given slightly more weight as compared to external scientific evidence and client/patient/caregiver perspective elements. However, individual responses were highly variable across participants. Suggestions for ensuring continued EBP instruction during off-site clinical placements is discussed.

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

“…Although these training methods show promising results from a teaching perspective, the implementation of EBP can still be problematic from the student and clinician perspectives. Practicing clinicians may be aware of EBP; however, their clinical decisions are not always guided by the external evidence of the EBP process (Bothe, 2010), and they may give more weight to clinical expertise than to other aspects of EBP (Hart & Klienhans, 2014). In fact, some practicing clinicians were found to equate EBP to attending lectures and workshops led by experts in the field (Mullen, 2005).…”