Training Methods With Clinicians and Students—A Personal Story and Change: Narrative Therapy for Stuttering

2008 ◽  
Vol 18 (1) ◽  
pp. 37-42 ◽  
Author(s):  
Margaret Leahy
Keyword(s):  
Narrative Therapy ◽  
Evidence Based Practice ◽  
Theoretical Background ◽  
Evidence Based ◽  
Training Methods ◽  
Sense Of Control ◽  
Case Description ◽  
General Outline ◽  
Personal Story ◽  
Fluency Disorders

Abstract Educating students and informing clinicians regarding developments in therapy approaches and in evidence-based practice are important elements of the responsibility of specialist academic posts in universities. In this article, the development of narrative therapy and its theoretical background are outlined (preceded by a general outline of how the topic of fluency disorders is introduced to students at an Irish university). An example of implementing narrative therapy with a 12-year-old boy is presented. The brief case description demonstrates how narrative therapy facilitated this 12-year-old make sense of his dysfluency and his phonological disorder, leading to his improved understanding and management of the problems, fostering a sense of control that led ultimately to their resolution.

Evidence-Based Practice in Fluency Disorders

ASHA Leader ◽  
2005 ◽  
Vol 10 (14) ◽  
pp. 10 ◽  
Author(s):  
Deborah Kully ◽  
Marilyn Langevin
Keyword(s):  
Evidence Based Practice ◽  
Evidence Based ◽  
Fluency Disorders

scholarly journals FISIOTERAPIA BASEADA EM EVIDÊNCIAS: NÍVEL DE CONHECIMENTO DOS ACADÊMICOS DE FISIOTERAPIA DE UMA INSTITUIÇÃO DO NOROESTE PAULISTA

2020 ◽  
Vol 9 (11) ◽  
pp. 1-9
Author(s):  
Roberta Fernandes DAL RI ◽  
Vinícius Souza QUIRINO ◽  
Thaisa Fernanda Queiroz SOUZA ◽  
Marilda Duran LIMA
Keyword(s):  
Physical Therapy ◽  
Evidence Based Practice ◽  
Theoretical Background ◽  
Evidence Based ◽  
Clinical Question ◽  
Knowledge Level

A Prática baseada em evidências (PBE) é considerada a maneira mais eficaz e eficiente para a tomada de decisões, levando em consideração o embasamento teórico, o paciente e a experiência do fisioterapeuta. Assim, este trabalho tem por objetivo investigar o nível de conhecimento dos alunos do 6º e 8º termos, do curso de Fisioterapia de uma instituição do noroeste paulista, sobre prática baseada em evidências. Para isso, utilizou-se como instrumento de coleta de informações um questionário composto por 7 questões. Dos 85 acadêmicos matriculados, 66 (78%) participaram da pesquisa. A maior parte dos participantes (82%) expressou não possuir conhecimento sobre PBE. Também verificou-se que os acadêmicos não tinham entendimento sobre o método para a formulação de uma pergunta clínica, assim como muitos não possuem conhecimento de bases de dados confiáveis ou para escolher e avaliar artigos. Baseando-se nos resultados obtidos conclui-se que os alunos da instituição examinados apresentaram limitação ao conhecimento em relação aos princípios da PBE.   EVIDENCE-BASED PHYSIOTHERAPY: KNOWLEDGE LEVEL OF PHYSIOTHERAPY SCHOLARS FROM AN INSTITUTION IN NOROESTE PAULISTA   ABSTRACT The evidence-based practice (EBP) is considered the most efficient and effective way to make decisions, taking into consideration the theoretical background, the patient, and the practitioner's experience. Thus, this paper aims to probe the knowledge level of the students about evidence-based practice, from the sixth and eighth semester scholars at a School of Physical Therapy in an institution in Noroeste Paulista. To this end, a questionnaire consisting of seven questions was used as an instrument to collect data. In this survey 66 (78%) out of 85 enrolled scholars answered the questionnaire. Most participants (82%) demonstrated that they did not have knowledge of EBP. It was also identified that scholars did not have an understanding of how to pose a clinical question, as well as many of them, did not have knowledge of a reliable database, or how to screen and evaluate articles. Based on the results we obtained, it was concluded that scholars in an Institution demonstrated limitations regarding knowledge about EBP principles.   Keywords: Evidence-based Practice. Evidence-Based Physical Therapy.

scholarly journals Entry-Level Evidenced-Based Practice Training in Physiotherapy Students: Does It Change Knowledge, Attitudes, and Behaviours? A Longitudinal Study

2011 ◽  
Author(s):  
Katherine Long ◽  
Maureen McEvoy ◽  
Lucy Lewis ◽  
Louise Wiles ◽  
Marie Williams ◽  
...  
Keyword(s):  
Evidence Based Practice ◽  
Evidence Based ◽  
Training Methods ◽  
Actual Knowledge ◽  
Student Groups ◽  
Entry Level ◽  
Training Courses ◽  
Evidenced Based ◽  
The Impact ◽  
Physiotherapy Students

Evidence-based practice (EBP) is an integral part of health professionals’ training. However, there is little research concerning learning outcomes in the allied health student population. This study explored changes in self-reported EBP knowledge, attitudes, and behaviours, and actual EBP knowledge of entry-level physiotherapy students following exposure to formal EBP training. Methods: Entry-level Bachelors and Masters physiotherapy students were surveyed before and after completing EBP training courses. Two validated and reliable surveys, the Evidence-Based Practice Profile Questionnaire (EBP2) and the Knowledge of Research Evidence Competencies (K-REC) survey were used. The EBP2 included self-reported domains: relevance, sympathy, terminology (knowledge), practice, and confidence. The K-REC survey measured actual EBP knowledge. Paired t-tests and effect sizes (ES) were used to assess the change in scores after exposure to one or both EBP training courses. Mixed design between-within ANOVAs were performed to assess the impact of EBP training on participants’ scores in the two different student groups (Masters and Bachelors). Results: In the group of 77 students, completion of EBP courses resulted in significant change in all self-reported domains: relevance p < 0.001 (ES = 0.49), sympathy p = 0.005 (ES = 0.30), terminology p < 0.001 (ES = 1.07), practice p < 0.001 (ES = 1.34) and confidence p < 0.001 (ES = 0.89), and also actual knowledge p < 0.001 (ES = 1.13). There were no interaction effects between time and the student sub-group (Masters or Bachelors) for relevance, terminology, confidence, and sympathy (p≥ 0.05). There was a significant interaction between time and the student sub-group for practice and actual knowledge (p< 0.05). Conclusion: These findings allow identification of the size of changes likely to result from current EBP courses in entry-level training. The results provide a basis for measuring the effect of modifications to EBP courses and for future EBP training interventions.

What Does Evidence-Based Practice Mean to You? A Follow-Up Study Examining School-Based Speech-Language Pathologists' Perspectives on Evidence-Based Practice

2020 ◽  
Vol 29 (2) ◽  
pp. 688-704
Author(s):  
Katrina Fulcher-Rood ◽  
Anny Castilla-Earls ◽  
Jeff Higginbotham
Keyword(s):  
Clinical Practice ◽  
Research Evidence ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Clinical Expertise ◽  
Speech Language Pathologists ◽  
School Based ◽  
Research Findings ◽  
Ebp Implementation

Purpose The current investigation is a follow-up from a previous study examining child language diagnostic decision making in school-based speech-language pathologists (SLPs). The purpose of this study was to examine the SLPs' perspectives regarding the use of evidence-based practice (EBP) in their clinical work. Method Semistructured phone interviews were conducted with 25 school-based SLPs who previously participated in an earlier study by Fulcher-Rood et al. 2018). SLPs were asked questions regarding their definition of EBP, the value of research evidence, contexts in which they implement scientific literature in clinical practice, and the barriers to implementing EBP. Results SLPs' definitions of EBP differed from current definitions, in that SLPs only included the use of research findings. SLPs seem to discuss EBP as it relates to treatment and not assessment. Reported barriers to EBP implementation were insufficient time, limited funding, and restrictions from their employment setting. SLPs found it difficult to translate research findings to clinical practice. SLPs implemented external research evidence when they did not have enough clinical expertise regarding a specific client or when they needed scientific evidence to support a strategy they used. Conclusions SLPs appear to use EBP for specific reasons and not for every clinical decision they make. In addition, SLPs rely on EBP for treatment decisions and not for assessment decisions. Educational systems potentially present other challenges that need to be considered for EBP implementation. Considerations for implementation science and the research-to-practice gap are discussed.

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.

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