Evidence-Based Practice Patterns Among Speech-Language Pathologists and Audiologists in Saudi Arabia

Alhaidary, Abdulsalam

doi:10.1177/1525740119843681

Cited by 8 publications

(19 citation statements)

References 17 publications

(44 reference statements)

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“…Given that the mean score of Iranian SLPs participating in this study was higher than 33; therefore, the present study showed that SLPs in Iran had positive and favorable attitudes toward EBP. Through the studies on SLPs, similar findings were reported in previous studies regarding attitudes toward EBP (2,16,17,(20)(21)(22)(23). For example, Zipoli and Kennedy (13) reported that SLPs, as members of the ASHA, had positive attitudes toward EBP, but they were more dependent on traditional sources for decision making than evidence-based sources.…”

Section: Discussionsupporting

confidence: 73%

“…Vallino-Napoli and Reilly (24) reported that SLPs were aware of EBP and the great importance of the research. In another study, Alhaidary (2) reported that SLPs in Saudi Arabia had proper attitudes toward EBP. In two previous studies carried out among Iranian SLPs, Tahmasebifard et al (16) and Tohidast et al (15) mentioned that Iranian SLPs had positive attitudes toward EBP.…”

Section: Discussionmentioning

confidence: 95%

“…These results in agreement with previous studies on the knowledge of SLPs toward EBP (15,16,(25)(26)(27). For example, Alhaidary (2) reported that SLPs in Saudi Arabia did not have proper skills and knowledge about EBP. To increase and improve the adoption of EBP among SLPs, strong knowledge, and proper attitudes regarding EBP are essential (6).…”

Section: Discussionmentioning

confidence: 99%

“…Zipoli and Kennedy (13) reported that SLPs, as members of the ASHA, were more dependent on traditional resources for decision making than evidencebased resources. Moreover, Alhaidary (2) reported that SLPs with a history of receiving education about EBP were more likely to use EBP in their clinical practice. Therapists can keep them up to date by studying the best resources, such as meta-analyses and systematic reviews (28).…”

Section: Discussionmentioning

confidence: 99%

“…In recent decades, evidence-based practice (EBP) is considered as a philosophy to improve clinical care and practice in health-related professions (1,2). EBP is defined as "integration of best research evidence with clinical expertise and patient values and circumstances" (3).…”

Section: Introductionmentioning

confidence: 99%

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Knowledge, Attitude, and Practice of Iranian Speech and Language Pathologists Toward Evidence-Based Practice

Mansuri

Tohidast

Zareei

2020

Middle East J Rehabil Health Stud

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Background: Despite the great need and significance for documentation of knowledge, attitudes, and practice of speech and language pathologists (SLPs) about evidence-based practice (EBP), few studies have been performed in this field among SLPs, especially Iranian SLPs. Objectives: The present study aimed at investigating the knowledge, attitude, and practice of Iranian SLPs toward EBP. Methods: This cross-sectional study was conducted from October to December 2019, in Iran. A valid and reliable self-administrated questionnaire (The Speech and Language Pathology Evidence-Based Practice questionnaire (SLP-EBPQ)) was used to evaluate the attitude, knowledge, and the use of evidence sections of SLP-EBPQ among 600 Iranian SLPs. Results: Four hundred twenty-two out of 600 questionnaires were returned. The mean figure of the knowledge score of the SLPs was 3.85 (± 2.8), while SLPs with postgraduate degrees scored higher in the knowledge section than those with an undergraduate degree (P < 0.001). The mean figure of the attitude score of the SLPs was 46.97 (± 4.55). Conclusions: The findings of the present study showed that SLPs in Iran have positive and favorable attitudes toward EBP with an effective application. Our findings also showed that EBP knowledge is not very comprehensive among SLPs; however, the postgraduate SLPs presented a higher EBP compared with the undergraduate SLPs.

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Section: Discussionsupporting

confidence: 73%

Section: Discussionmentioning

confidence: 95%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Knowledge, Attitude, and Practice of Iranian Speech and Language Pathologists Toward Evidence-Based Practice

Mansuri

Tohidast

Zareei

2020

Middle East J Rehabil Health Stud

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Psychometric properties of questionnaires to assess evidence-based practice among occupational, physical and speech therapists: A systematic review

Balzer¹,

Jung²,

Gerhard³

et al. 2023

Zeitschrift für Evidenz, Fortbildung und Qualität im Gesundheit

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Evidence-Based Practice in Speech-Language Pathology: Where Are We Now?

Greenwell

Walsh

2021

Am J Speech Lang Pathol

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Purpose In 2004, American Speech-Language-Hearing Association established its position statement on evidence-based practice (EBP). Since 2008, the Council on Academic Accreditation has required accredited graduate education programs in speech-language pathology to incorporate research methodology and EBP principles into their curricula and clinical practicums. Over the past 15 years, access to EBP resources and employer-led EBP training opportunities have increased. The purpose of this study is to provide an update of how increased exposure to EBP principles affects reported use of EBP and perceived barriers to providing EBP in clinical decision making. Method Three hundred seventeen speech-language pathologists completed an online questionnaire querying their perceptions about EBP, use of EBP in clinical practice, and perceived barriers to incorporating EBP. Participants' responses were analyzed using descriptive and inferential statistics. We used multiple linear regression to examine whether years of practice, degree, EBP exposure during graduate program and clinical fellowship (CF), EBP career training, and average barrier score predicted EBP use. Results Exposure to EBP in graduate school and during the CF, perception of barriers, and EBP career training significantly predicted the use of EBP in clinical practice. Speech-language pathologists identified the three major components of EBP: client preferences, external evidence, and clinical experience as the most frequently turned to sources of EBP. Inadequate time for research and workload/caseload size remain the most significant barriers to EBP implementation. Respondents who indicated time was a barrier were more likely to cite other barriers to implementing EBP. An increase in EBP career training was associated with a decrease in the perception of time as a barrier. Conclusions These findings suggest that explicit training in graduate school and during the CF lays a foundation for EBP principles that is shaped through continued learning opportunities. We documented positive attitudes toward EBP and consistent application of the three components of EBP in clinical practice. Nevertheless, long-standing barriers remain. We suggest that accessible, time-saving resources, a consistent process for posing and answering clinical questions, and on the job support and guidance from employers/organizations are essential to implementing clinical practices that are evidence based. The implications of our findings and suggestions for future research to bridge the research-to-practice gap are discussed.

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Evidence-Based Practice Patterns Among Speech-Language Pathologists and Audiologists in Saudi Arabia

Cited by 8 publications

References 17 publications

Knowledge, Attitude, and Practice of Iranian Speech and Language Pathologists Toward Evidence-Based Practice

Knowledge, Attitude, and Practice of Iranian Speech and Language Pathologists Toward Evidence-Based Practice

Psychometric properties of questionnaires to assess evidence-based practice among occupational, physical and speech therapists: A systematic review

Evidence-Based Practice in Speech-Language Pathology: Where Are We Now?

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