Teaching evidence-based practice in a problem-based learning course in speech-language pathology

Abstract

This paper presents an innovative approach undertaken to teach evidence-based practice (EBP) in a master's course in speech-language pathology that utilizes problem-based learning (PBL). The workshop content, the assessment task of preparing a critically appraised topic, and students’ feedback and reflections demonstrate the strong nexus between the content of EBP, and the teaching approach and PBL format.

Source of funding: No source of funding reported.

Keywords:

• Teaching evidence-based practice
• Problem-based learning
• Critically appraised topic

Acknowledgments

I would like to thank Dr. Sue McAllister, Senior Lecturer, and Associate Professors Paul McCormack and Janet Baker, Department of Speech Pathology and Audiology, Flinders University for their input into this paper and support during the teaching of the course.

Declaration of interest: The author reports no conflicts of interest. The author alone is responsible for the content and writing of the paper.

Notes

Source of funding: No source of funding reported.