Case-based learning: One route to evidence-based practice

Abstract

Discussion about the use of evidence-based practice (EBP) by speech pathologists is widespread yet little is known on how to teach EBP to student speech pathologists. This paper illustrates how a case-based approach to learning and teaching (CBL) has been used to facilitate undergraduate and master's level students’ understanding and conduct of EBP across the speech pathology curriculum at the University of Sydney. A definition of CBL is provided followed by an overview of how students learn to manage cases within a framework, known as the Client Management Process (CMP). The CMP was designed to guide students’ evidence-based clinical reasoning and decision making across the stages of contact with clients, from referral to dismissal. Preliminary evaluation and comments by both students and instructors on the value and difficulties associated with using a CBL to teach EBP are presented.

Source of funding: No source of funding reported.

Keywords:

• Case based learning
• Evidence based practice
• Speech language pathology
• Curriculum
• Constructive alignment

Acknowledgments

The authors would like to thank their past and present colleagues in the Discipline of Speech Pathology and the Faculty of Veterinary Science at The University of Sydney for their commitment to the development of case-based learning in the Speech Pathology programs.

Declaration of interest: The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the paper.

Notes

∗All equal third author.

Source of funding: No source of funding reported.

Additional information

Notes on contributors

David Trembath∗

∗All equal third author.