Many national professional organizations of speech-language pathologists have adopted evidence-based practice (EBP) as the preferred approach to clinical practice. This mandate brings with it an added responsibility for university programs because they need to prepare future generations of speech-language pathologists for these new demands. This special issue is the first in a peer-reviewed journal in the field that focuses on the teaching of EBP at the pre-professional level! That is, four university programs from three continents (Australia, Europe, and North America) showcase how they conceptualized and implemented their innovative approach to teaching EBP. Because many programs are in the midst of moving toward EBP, this is a must read for anyone who is teaching or learning in a university-based program in speech-language pathology. We believe that this issue will serve as a catalyst for increased scholarly discourse on this critical need.
|Publisher:||Taylor & Francis|
|Series:||Special Issues of Evidence-Based Communication Assessment and Intervention Series|
|Product dimensions:||0.75(w) x 0.97(h) x 0.20(d)|
Table of Contents
T. Klee, H. Stringer, D. Howard, Teaching Evidence-Based Practice to Speech and Language Therapy Students in the United Kingdom. P. McCabe, A. Purcell, E. Baker, C. Madill, D. Trembath, Case Based Learning: One Route to Evidence Based Practice. J. Proly, K. Murza, Building Speech-language Pathologist Capacity for Evidence-based Practice: A Unique Graduate Course Approach. P. Raghavendra, Teaching Evidence-based Practice in a Problem Based Learning Course.