La práctica basada en la evidencia en la logopedia española: estudio descriptivo

Carballo, Gloria; Mendoza, E.; Fresneda, M. D.; Muñoz, Juan Jesús López-Guadalupe

doi:10.1016/s0214-4603(08)70053-6

Cited by 6 publications

(3 citation statements)

References 19 publications

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“…Half of the SLTs use scientific information in professional practice at least once a week or once a month. Consistent with previous studies, the survey highlights several barriers to obtaining quality scientific information: the lack of time, the lack of skills in information literacy and the cost of information. Belgian French‐speaking SLTs also considered the English language as a barrier.…”

Section: Discussionsupporting

confidence: 78%

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Information behaviour of French‐speaking speech–language therapists in Belgium: results of a questionnaire survey

Durieux

Pasleau

Piazza

et al. 2015

Health Info Libraries J

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Section: Discussionsupporting

confidence: 78%

“…Speech–language therapists use an average of five different sources when seeking information for patient management . The most frequently cited are personal experience, colleagues or experts, and continued training . The specialised tools are poorly utilised by SLTs who seem to lack the necessary knowledge and skills …”

Section: Introductionmentioning

confidence: 99%

Information behaviour of French‐speaking speech–language therapists in Belgium: results of a questionnaire survey

Durieux

Pasleau

Piazza

et al. 2015

Health Info Libraries J

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show abstract

“…Among the cited challenges were the amount of content that is expected to be covered, lack of time, class size, and the lack of role models and department rules that are supportive of innovative methods. In Spain, apart from time constraints, some studies in the area of speech therapy also report that restricted knowledge, lack of skills, and accessibility to certain resources are obstacles for applying evidence-based practices (Carballo, Mendoza, Fresneda, & Muñoz, 2008;Fresneda, Muñoz, Mendoza, & Carballo, 2012).…”

Section: The Challenges Of Evidence Disseminationmentioning

confidence: 99%

Intervention programs in educational psychology: bridging research and practice

2019

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El término intervención basada en evidencia se está utilizando cada vez más en la investigación educativa. La necesidad de llevar a cabo programas de intervención basados en evidencia científica se fundamenta en que la probabilidad de lograr resultados positivos al implementar dichos programas es mayor. Sin embargo, la brecha entre la investigación y la práctica se mantiene en los países de habla hispana. Utilizando ejemplos del área de investigación en lectura, este trabajo tiene como objetivo promover la reflexión y la discusión sobre la relación entre la evidencia científica y la práctica educativa, particularmente en el contexto de los países hispanohablantes. Por un lado, existe la importancia de generar evidencia a través del diseño de estudios de alta calidad basados tanto en sólidos antecedentes teóricos como en altos estándares metodológicos. Por otro lado, existe el valor de la experiencia profesional de los profesores en realidades escolares muy diversas. ¿Cómo podemos construir puentes para conectar estas dos partes indispensables y atender mejor a las poblaciones de interés? Defendemos la necesidad de desarrollar un sistema de colaboración sostenible entre la comunidad científica y la educativa que permita el intercambio continuo y un apoyo recíproco mediante relaciones más estables. The term evidence-based intervention has been increasingly used in educational research. Calls for the use of intervention programs based on supportive empirical evidence rely in the recognition that the likelihood of achieving positive results when implementing such programs increases. Nevertheless, the gap between research and practice remains also in Spanish-speaking countries. Using examples from the area of reading research, this work aims at promoting the reflection and discussion about the relationship between scientific evidence and school practice, particularly in the context of Spanish-speaking countries. On the one side, there is the importance of generating evidence through the design of high-quality studies based on both sound theoretical background and high methodological standards. On the other side, there is the value of professional experience gathered by the teachers in very diverse school realities. How can we build a bridge to connect these two indispensable parts in order to be able to better serve the populations of interest? We defend the need of developing a sustainable collaborative system between the research community and the educational centers that enables continuous exchange and reciprocal support in longer lasting relationships.

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Editorial

Río¹

2017

Revista de Logopedia, Foniatría y Audiología

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La práctica basada en la evidencia en la logopedia española: estudio descriptivo

Cited by 6 publications

References 19 publications

Information behaviour of French‐speaking speech–language therapists in Belgium: results of a questionnaire survey

Information behaviour of French‐speaking speech–language therapists in Belgium: results of a questionnaire survey

Intervention programs in educational psychology: bridging research and practice

Editorial

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