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Exploring the State of the Literature on Teaching Evidence-Based Practice to Speech-Language Pathology Students: A Scoping Review.

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Τίτλος: Exploring the State of the Literature on Teaching Evidence-Based Practice to Speech-Language Pathology Students: A Scoping Review.
Συγγραφείς: Brock, Aleah S.
Πηγή: American Journal of Speech-Language Pathology; Sep2026, Vol. 35 Issue 5, p2417-2433, 17p
Θεματικοί όροι: Speech therapists, Interdisciplinary education, Curriculum, Professional practice, Interprofessional relations, Speech therapy education, Health occupations students, Educational outcomes, Undergraduates, CINAHL database, Course evaluation (Education), Confidence, Teaching methods, Reflection (Philosophy), Systematic reviews, MEDLINE, Thematic analysis, Adult education workshops, Problem-based learning, Evidence-based medicine, Student attitudes, Online information services, Psychology information storage & retrieval systems, Experiential learning, Group process
Περίληψη: Purpose: The objective of this review article is to examine and describe the literature on training speech-language pathology students on the principles of evidence-based practice (EBP). Method: A scoping literature review was undertaken in order to identify studies related to the research question. Guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses protocol extension for scoping reviews, the author conducted a search of peer-reviewed literature and extracted relevant data from the selected papers. Results: Twenty-five papers were identified that reported information about how academic programs in speech-language pathology train students on EBP. This literature review revealed 11 different instructional approaches. Commonly utilized methods included case-based learning; integration of EBP training into clinical practicum and coursework; and training delivered via seminars, workshops, or modules. However, most papers reported that programs used multiple approaches in their instruction, so it is difficult to parse out which methods are most effective. Additionally, much of the evidence is based on student self-report measures without rigorously collected objective outcome data. Conclusions: This review presents several options that speech-language pathology educators may use for training students about EBP. Findings reveal a lack of empirical evidence in this area. Future research should focus on direct assessment of student learning outcomes in order to establish data-based efficacy. [ABSTRACT FROM AUTHOR]
Copyright of American Journal of Speech-Language Pathology is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Exploring the State of the Literature on Teaching Evidence-Based Practice to Speech-Language Pathology Students: A Scoping Review.
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  Data: Purpose: The objective of this review article is to examine and describe the literature on training speech-language pathology students on the principles of evidence-based practice (EBP). Method: A scoping literature review was undertaken in order to identify studies related to the research question. Guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses protocol extension for scoping reviews, the author conducted a search of peer-reviewed literature and extracted relevant data from the selected papers. Results: Twenty-five papers were identified that reported information about how academic programs in speech-language pathology train students on EBP. This literature review revealed 11 different instructional approaches. Commonly utilized methods included case-based learning; integration of EBP training into clinical practicum and coursework; and training delivered via seminars, workshops, or modules. However, most papers reported that programs used multiple approaches in their instruction, so it is difficult to parse out which methods are most effective. Additionally, much of the evidence is based on student self-report measures without rigorously collected objective outcome data. Conclusions: This review presents several options that speech-language pathology educators may use for training students about EBP. Findings reveal a lack of empirical evidence in this area. Future research should focus on direct assessment of student learning outcomes in order to establish data-based efficacy. [ABSTRACT FROM AUTHOR]
– Name: Abstract
  Label:
  Group: Ab
  Data: <i>Copyright of American Journal of Speech-Language Pathology is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edb&AN=196981713
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      – Type: doi
        Value: 10.1044/2026_AJSLP-25-00227
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      – Code: eng
        Text: English
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      – SubjectFull: Undergraduates
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      – SubjectFull: Psychology information storage & retrieval systems
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      – SubjectFull: Group process
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      – TitleFull: Exploring the State of the Literature on Teaching Evidence-Based Practice to Speech-Language Pathology Students: A Scoping Review.
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              M: 09
              Text: Sep2026
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              Y: 2026
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