Teaching evidence-based practice to speech and language therapy students in the United Kingdom

Klee, Thomas; Stringer, Helen; Howard, David

doi:10.1080/17489530903399103

Cited by 10 publications

(16 citation statements)

References 12 publications

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“…However, preparation without instruction is difficult, and instructors look for guidance in publications that report on perceived successes and difficulties with EBP in academic and work settings. These sources have indicated, for example, that some CMD programs start preparing students at the undergraduate level (Klee et al, 2009) and others at the graduate level (Bloom, 2010). Another source (Togher, 2011) indicated that students were perceived as being more competent at including the EBP process in academic assignments than in clinical experiences, whereas the goal for instructors is to prepare students to make real clinical decisions following the so-called E³BP model (Dollaghan, 2004).…”

Section: Discussionmentioning

confidence: 99%

“…The purpose of this article is to introduce a technique known as integrative learning to teach EBP to CMD students as a process. The rationale for focusing on integrative learning is based on the number of research projects that have indicated that CMD students are at risk of acquiring minimal EBP skills too late into their programs so that they subsequently fail to adopt them as an essential part of everyday clinical practice (Bloom, 2010;Connoly et al, 2001;Klee, Stringer, & Howard, 2009;Togher et al, 2011).…”

Section: Integrative Learning and Evidence-based Practice: Mastering mentioning

confidence: 99%

“…Undergraduate research course. Limiting EBPrelated research education to the latter part of a graduate program puts students at risk of not developing sufficient fluency with the EBP process and, later on, of losing those EBP skills (Bloom, 2010;Connoly et al, 2001;Klee, Stringer, & Howard, 2009;Togher et al, 2011). In order to facilitate the development of EBP fluency, an undergraduate research methods course was introduced.…”

Section: Integrative Learning Opportunitiesmentioning

confidence: 99%

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Integrative Learning and Evidence-Based Practice: Mastering the Process

Anema¹

2014

CICSD

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This article describes the implementation of 4 sustainable learning opportunities that were added to a communication disorders program at State University of New York at New Paltz as examples of integrative learning at undergraduate and graduate levels of evidencebased practice (EBP) principles. Method: Examples include an undergraduate research methods course, an EBP project in a graduate research methods course, grand rounds meetings, and an aphasia support group practicum. Results: EBP presentations by final-semester graduate students demonstrated increased independency to answer clinical questions using 5 EBP steps. Feedback about the presentations by supervisors indicated that the students demonstrated increased professionalism and fluency with EBP. Conclusion: The preliminary outcomes are promising for this communication disorders programs and others, especially in light of the few adaptations that were necessary to provide integrative learning opportunities.

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Section: Discussionmentioning

confidence: 99%

Section: Integrative Learning and Evidence-based Practice: Mastering mentioning

confidence: 99%

Section: Integrative Learning Opportunitiesmentioning

confidence: 99%

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Integrative Learning and Evidence-Based Practice: Mastering the Process

Anema¹

2014

CICSD

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“…Several authors have described a framework for teaching EBP to students in speech-language pathology (e.g., Klee, Stringer, & Howard, 2009;Laing Gillam & Gillam, 2008;Wolter, Corbin-Lewis, Self, & Elsweiler, 2011). Virtually all of these authors emphasize the importance of the first prong of EBP: external evidence.…”

Section: Imparting Ebp Knowledgementioning

confidence: 99%

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

Rangamani¹,

Coppens²,

Greenwald³

et al. 2016

CICSD

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Efforts to train graduate students and clinical fellows in EBP and clinical research would benefit from increased collaboration between academic faculty members and clinical supervisors in the community. Method: The triad model of research-clinical training is described, focusing on the collaborative roles of academic faculty members, clinical supervisors, and students/clinical fellows in this enterprise. Results: The article includes guidelines for how to best integrate the three prongs of the triad in order S

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“…The integration of EBP into SLT curricula has been increasingly discussed in recent years. Papers have outlined how to implement EBP into a curriculum (Klee, Stringer & Howard, ) or investigated the perceptions of either academic and clinical education staff (Togher et al., ) or undergraduate students (Cobus‐Kuo & Waller, ) about EBP education. Instructional methods have also been described, such as problem‐based learning (Raghavendra, ), case‐based learning (McCabe, Purcell, Baker, Madill & Trembath, ) or the use of the systematic review process as a learning tool (Proly & Murza, ).…”

Section: Introductionmentioning

confidence: 99%