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Abstract
A speech-language pathology graduate-level course using the systematic review and meta-analytic process as a learning tool is described. The course design, content, activities, and pedagogical methods are discussed in depth. Three groups of students worked collaboratively to produce three systematic reviews in the area of language and literacy. This course provided a framework for the completion of the reviews and the development of the students as expert consumers of research. It is suggested that this course framework be used as a tool for building speech-language pathologist capacity in the use of evidence-based decision making.
Source of funding: No source of funding reported.
Acknowledgements
Special thanks to Stacey Pavelko and Jamie Schwartz for their contributions to the conference presentation proposal which served as inspiration for this manuscript. Special thanks to Chad Nye for his helpful comments and time following this manuscript's acceptance.
Declaration of interest: The authors report no conflicts of interest. The authors alone are responsible for the content and writing of this article.
Notes
Source of funding: No source of funding reported.