Teaching Information Literacy and Evidence-Based Practice in an Undergraduate Speech-Language Pathology Program: A Student Reflection

Cobus-Kuo, Laura; Waller, Jana

doi:10.1044/cicsd_43_s_35

Cited by 8 publications

(12 citation statements)

References 36 publications

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“…Considering these points, it is essential to integrate, into the curriculum, clinical activities that train students to make evidence-based decisions. This is consistent with other research on teaching EBP in SLT (Cobus-Kuo & Waller, 2016) and in the allied health and medical fields (Dawes et al, 2005;Khan & Coomarasamy, 2006;Young et al, 2014).…”

Section: Discussionsupporting

confidence: 92%

“…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%

See 1 more Smart Citation

Controlled before‐after study to evaluate change in evidence‐based practice of speech and language therapy students

Durieux

Maillart

Donneau

et al. 2018

Health Info Libraries J

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Section: Discussionsupporting

confidence: 92%

Section: Introductionmentioning

confidence: 99%

Controlled before‐after study to evaluate change in evidence‐based practice of speech and language therapy students

Durieux

Maillart

Donneau

et al. 2018

Health Info Libraries J

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“…Thus, it is clear that EBP exposure was insufficient and needs to be enhanced in undergraduate training programs. The importance of teaching EBP was emphasized by the ASHA's Council on Academic Accreditation in Audiology and Speech-Language Pathology (2017) and by many researchers (Cobus-Kuo & Waller, 2016;Grillo, Koenig, Gunter, & Kim, 2015;Klee, Stringer, & Howard, 2009;Schlosser & Sigafoos, 2009;Spek, Wieringa-de Waard, Lucas, & van Dijk, 2013;Togher et al, 2011). With respect to the barriers to implementing EBP, it appeared that the participants held a positive attitude toward EBP.…”

Section: Discussionmentioning

confidence: 99%

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

Alhaidary

2019

Communication Disorders Quarterly

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The goal of this study was to explore the evidence-based practice (EBP) pattern among speech-language pathologists (SLPs) and audiologists in Saudi Arabia. A total of 48 clinicians working in Saudi Arabia completed a questionnaire that investigated patterns, attitudes, skills, and time and resources at the workplace related to EBP. The results showed that SLPs and audiologists held favorable attitudes toward EBP, and the use of research studies to guide clinical decision making was increased among the participants with previous EBP training. Also, the study found that skills and knowledge related to EBP need to be enhanced, but they were not major barriers to EBP implementation. Limited resources appeared to impose some hindrances, whereas insufficient time at the workplace was found to be a major challenge for EBP implementation. Overall, the findings from this study highlight the importance of increasing the continuing education and professional time for EBP activities in the workplace.

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“…The success of this IL project can be attributed to the fact that it was analogous to documented best practice. Effective IL education relies on interprofessional collaboration that is based on knowledge of and mutual respect for each other’s fields [ 33 , 39 , 41 , 66 , 67 ]. From the initial IL stipend proposal, the occupational therapy discipline–specific librarian and I worked together to use our respective professional expertise to design and implement this project.…”

Section: Discussionmentioning

confidence: 99%

“…Being able to easily access relevant resources that reflect the scope of occupational therapy is an identified IL need [ 69 ]. To support student research, Cobus-Kou and Waller advocated for developing web-based course guides [ 67 ]. The utility of an electronic resource was highly evident in this project.…”

Section: Discussionmentioning

confidence: 99%

Developing occupational therapy students’ information and historical literacy competencies: an interprofessional collaborative project

Fleming-Castaldy

2018

jmla

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ObjectiveThe study examined the efficacy of an interprofessional information and historical literacy project implemented by an occupational therapy educator and a librarian.MethodsA graduate course was revised to include information and historical literacy objectives and instruction. A course-specific questionnaire administered on the first and last day of class, assignment grades, and course evaluations provided measures of project outcomes for six years. Differences between questionnaire pre- and post-test means were determined using t-tests. Course evaluation comments were analyzed to obtain qualitative perceptions.ResultsA significant difference (p<0.0001) was found between pre-test (M=3.93, SD=0.48) and post-test (M=4.67, SD=0.30) scores of total information and historical literacy competence across all years (n=242). Responses to individual items also differed significantly (p<0.0001). Student ratings (n=189) from the course evaluation historical literacy objectives were high (M=4.6 on a 5-point scale). Assignment quality and grades improved, and course evaluation comments reflected student satisfaction.ConclusionsThe findings supported the hypothesis that students’ self-reported information and historical literacy competencies would increase after project participation. Acquired skills were evident in students’ assignments. Research to determine if these capabilities were used post-graduation is needed. Because this was a course-specific project, findings are not generalizable; however, the instructional methods developed for this project can serve as a model for effective interprofessional collaboration. The broadening of information literacy instruction to include discipline-specific historical literacy provides a unique opportunity for health sciences librarians and educators. Developing students’ historical literacy in their chosen fields can help them understand their profession’s present status and be informed participants in shaping its future.

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Teaching Information Literacy and Evidence-Based Practice in an Undergraduate Speech-Language Pathology Program: A Student Reflection

Cited by 8 publications

References 36 publications

Controlled before‐after study to evaluate change in evidence‐based practice of speech and language therapy students

Controlled before‐after study to evaluate change in evidence‐based practice of speech and language therapy students

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

Developing occupational therapy students’ information and historical literacy competencies: an interprofessional collaborative project

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