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

Togher, Leanne, Yiannoukas, Corina, Lincoln, Michelle, Power, Emma, Munro, Natalie, McCabe, Patricia, Ghosh, Pratiti, Worrall, Linda, Ward, Elizabeth, Ferguson, Alison, Harrison, Elisabeth and Douglas, Jacinta (2011) Evidence-based practice in speech-language pathology curricula: A scoping study. International Journal of Speech-Language Pathology, 13 6: 459-468. doi:10.3109/17549507.2011.595825

Attached Files (Some files may be inaccessible until you login with your UQ eSpace credentials)
Name Description MIMEType Size Downloads

Author Togher, Leanne
Yiannoukas, Corina
Lincoln, Michelle
Power, Emma
Munro, Natalie
McCabe, Patricia
Ghosh, Pratiti
Worrall, Linda
Ward, Elizabeth
Ferguson, Alison
Harrison, Elisabeth
Douglas, Jacinta
Title Evidence-based practice in speech-language pathology curricula: A scoping study
Journal name International Journal of Speech-Language Pathology   Check publisher's open access policy
ISSN 1754-9507
Publication date 2011-12-01
Sub-type Article (original research)
DOI 10.3109/17549507.2011.595825
Volume 13
Issue 6
Start page 459
End page 468
Total pages 10
Place of publication London, United Kingdom
Publisher Informa Healthcare
Language eng
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.
Keyword Evidence-based practice (EBP)
Speech-language pathology
Curriculum development
Scoping study
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2012 Collection
School of Health and Rehabilitation Sciences Publications
Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 0 times in Thomson Reuters Web of Science Article
Scopus Citation Count Cited 0 times in Scopus Article
Google Scholar Search Google Scholar
Created: Mon, 20 Feb 2012, 23:30:24 EST by Professor Linda Worrall on behalf of School of Health & Rehabilitation Sciences