Current Issues: Evidence-Based Practice for the Real World: Thoughts on Clinical Education in Communication Disorders

2010 ◽  
Vol 20 (3) ◽  
pp. 100-105 ◽  
Author(s):  
Anne K. Bothe
Keyword(s):  
Clinical Education ◽  
Real World ◽  
Evidence Based Practice ◽  
Communication Disorders ◽  
University Faculty ◽  
Evidence Based ◽  
Speech Language Pathology ◽  
Basic Principles ◽  
The Real ◽  
Language Pathology

This article presents some streamlined and intentionally oversimplified ideas about educating future communication disorders professionals to use some of the most basic principles of evidence-based practice. Working from a popular five-step approach, modifications are suggested that may make the ideas more accessible, and therefore more useful, for university faculty, other supervisors, and future professionals in speech-language pathology, audiology, and related fields.

scholarly journals Patient-Reported Outcomes and Evidence-Based Practice in Speech-Language Pathology

2020 ◽  
Vol 29 (1) ◽  
pp. 357-370
Author(s):  
Matthew L. Cohen ◽  
William D. Hula
Keyword(s):  
Psychosocial Functioning ◽  
Patient Reported Outcomes ◽  
Evidence Based Practice ◽  
Communication Disorders ◽  
Future Research ◽  
Evidence Based ◽  
Speech Language Pathology ◽  
Patient’S Perspective ◽  
Patient Reported ◽  
Language Pathology

Purpose The patient's perspective of their health is a core component of evidence-based practice (EBP) and person-centered care. Patient-reported outcomes (PROs), captured with PRO measures (PROMs), are the main way of formally soliciting and measuring the patient's perspective. Currently, however, PROs play a relatively small role in mainstream speech-language pathology practice. The purpose of this article is to raise important questions about how PROs could be applied to EBP in speech-language pathology for individuals with communication disorders and to propose preliminary approaches to address some of these questions. Method Based on a narrative review of the literature, this article introduces relevant terminology and broadly describes PRO applications in other health care fields. The article also raises questions related to PRO-informed clinical practice in speech-language pathology. To address some of these questions, the article explores previous research to provide suggestions for clinical administration, interpretation, and future research. Conclusion More routine measurement of subjective health constructs via PROMs—for example, constructs such as effort, participation, self-efficacy, and psychosocial functioning—may improve EBP. More routine use of PROMs could significantly expand the information that is available to clinicians about individual clients and add to the evidence base for the profession of speech-language pathology. However, careful consideration and more research are needed on how to capture and interpret PROs from individuals with cognitive and language disorders.

Measuring Stakeholder Perceptions: A Review of Social Validity Reporting in ASHA Journals

2021 ◽  
pp. 1-14
Author(s):  
Arnold Olszewski ◽  
Kirsty Rae
Keyword(s):  
Evidence Based Practice ◽  
Social Validity ◽  
Communication Disorders ◽  
Evidence Based ◽  
Speech Language Pathology ◽  
Evidence Based Practices ◽  
Hearing Research ◽  
Language Pathology ◽  
Validity Measures ◽  
Stakeholder Input

Purpose Intervention research in speech-language pathology is growing; however, there remains a gap between research and clinical practice. To promote evidence-based practice, stakeholder input may be solicited during the development and evaluation of treatments. One method of evaluating stakeholder input is by subjectively measuring social validity. Social validity probes end users' satisfaction and acceptability of a treatment. Method This review article explores the type and frequency of subjective social validity measures reported in speech-language pathology treatment literature published in American Journal of Speech-Language Pathology; Journal of Speech, Language, and Hearing Research; and Language, Speech, and Hearing Services in Schools from January 2017 through April 2019. In total, 93 treatment studies were included and coded descriptively. Results Of the 93 treatment studies included in this review, 20 reported subjective measures of social validity. The most common method of measurement was questionnaires ( n = 19), followed by interviews ( n = 5), and direct observation ( n = 1). Conclusions Only 21.5% of reviewed speech-language pathology treatment articles from American Speech-Language-Hearing Association journals reported measures of social validity, although it is a crucial component of implementation of evidence-based practice. We urge researchers and journal editors to include social validity measures in treatment literature as we promote the uptake of evidence-based practices and the involvement of stakeholders during the development of evidence-based practices. We also encourage the development of social validity measures that can be validated on individuals with communication disorders.

Evidence-Based Practice & Practice-Based Evidence Applied to Adult, Medical Speech-Language Pathology

2013 ◽  
Vol 18 (1) ◽  
pp. 14-26 ◽  
Author(s):  
Rik Lemoncello ◽  
Bryan Ness
Keyword(s):  
Evidence Based Practice ◽  
Single Case ◽  
Quality Data ◽  
Evidence Based ◽  
Speech Language Pathology ◽  
Clinical Practices ◽  
High Quality ◽  
Randomized Controlled Clinical Trials ◽  
Relative Paucity ◽  
Language Pathology

In this paper, we review concepts of evidence-based practice (EBP), and provide a discussion of the current limitations of EBP in terms of a relative paucity of efficacy evidence and the limitations of applying findings from randomized controlled clinical trials to individual clinical decisions. We will offer a complementary model of practice-based evidence (PBE) to encourage clinical scientists to design, implement, and evaluate our own clinical practices with high-quality evidence. We will describe two models for conducting PBE: the multiple baseline single-case experimental design and a clinical case study enhanced with generalization and control data probes. Gathering, analyzing, and sharing high-quality data can offer additional support through PBE to support EBP in speech-language pathology. It is our hope that these EBP and PBE strategies will empower clinical scientists to persevere in the quest for best practices.

scholarly journals Conscious Clinical Education: The Evidence-Based Education—Clinical Education Model

2020 ◽  
Vol 41 (04) ◽  
pp. 279-288
Author(s):  
Mark DeRuiter ◽  
Sarah M. Ginsberg
Keyword(s):  
Clinical Education ◽  
Teaching And Learning ◽  
Clinical Decision Making ◽  
Graduate Programs ◽  
Clinical Decision ◽  
Evidence Based ◽  
Speech Language Pathology ◽  
Clinical Educators ◽  
Language Pathology ◽  
Education Model

AbstractThe fields of speech-language pathology and audiology, collectively referred to as communication sciences and disorders, are driven by evidence-based practice (EBP). As accountability in clinical service delivery continues to increase, there are few who would argue that encouraging clinicians to engage in methods that have withstood the rigors of peer-review is the wrong approach. Graduate students are typically given many opportunities to learn about the evidence for their discipline, and graduate programs are required to provide these opportunities under accreditation standards. While EBP is critical to our discipline's clinical function, we assert that evidence-based education (EBE) is equally as important as EBP to our discipline's function in educating our students. This article discusses EBP and EBE with a focus on elements that may not have been considered in the past, particularly within the complex dynamic of the EBE and clinical education interface. We present current and proposed models, including a new model of EBE in clinical education. We share insights into how the new and proposed models fit within the broader context of clinical decision making and the scholarship of teaching and learning. We conclude by addressing future needs for the education of clinical educators.

Evidence-Based Systematic Review: Effects of Speech-Language Pathology Treatment for Individuals With Paradoxical Vocal Fold Motion

2015 ◽  
Vol 24 (3) ◽  
pp. 566-584 ◽  
Author(s):  
Rita R. Patel ◽  
Rebecca Venediktov ◽  
Tracy Schooling ◽  
Beverly Wang
Keyword(s):  
Vocal Fold ◽  
Experimental Studies ◽  
Communication Disorders ◽  
The State ◽  
Control Group ◽  
Evidence Based ◽  
Speech Language Pathology ◽  
Language Pathology ◽  
Vocal Fold Motion ◽  
Paradoxical Vocal Fold Motion

Purpose In this article, our goal was to determine the state of the evidence and the effect of speech-language pathology (SLP) treatment for individuals with paradoxical vocal fold motion (PVFM). Method The American Speech-Language-Hearing Association's National Center for Evidence-Based Practice in Communication Disorders searched 22 electronic databases using key words related to PVFM, speech or voice treatment, and behavioral intervention for articles published through July 2013. Identified articles were systematically evaluated to assess the quality of the evidence using a modification of the American Speech-Language-Hearing Association's critical appraisal scheme. Results Sixty-five articles met the search criteria. Only 2 out of the 65 articles were judged to contain adequate evidence to evaluate the effect of SLP treatment for PVFM. All 65 articles exemplify the state of the evidence for SLP treatment for PVFM. Conclusion The state of the evidence for the use of SLP treatment is in its infancy, with a majority of articles in the exploratory stage of research. Consequently, few clinical implications can be drawn at this time. SLP treatment for PVFM is promising; however, there is clearly a pressing need for systematic experimental studies that involve a control group to further the evidence base.

From Evidence-Based Practice in Suicide Prevention to the Real World: How Long is the Leap?

2009 ◽  
Vol 24 (S1) ◽  
pp. 1-1
Author(s):  
M. Pompili
Keyword(s):  
Suicide Prevention ◽  
Mental Health Professionals ◽  
Real World ◽  
Evidence Based Practice ◽  
Primary Care Providers ◽  
Evidence Based ◽  
Care Providers ◽  
The Real ◽  
The Everyday ◽  
Shed Light

This presentation aims to shed light on effective suicide prevention activities that often are missing in the everyday clinical practice. Too often in fact suicidal individuals seek help from mental health professionals that nevertheless fail to recognize suicide risk. For instance, on average, 45% of suicide victims had contact with primary care providers within 1 month of suicide. Likewise, the real world often presents challenges that impair proper utilization of the evidence-based practice. Also, the alarming suicide rates around the world points to lack of effective preventive understanding of suicide. This presentation will present key point of the evidence-based practice, how to implement such approach and how to overcome difficulties in the real world. It will deal with the state of the art of preventive measures of suicide, what the missing elements are and how to make the most from personal experience without risking relying on clinician's intuition in management of suicidal individuals.

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