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Language and cognitive communication disorder during post-traumatic amnesia: profiles of recovery after TBI from three cases
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Social communication during post-traumatic amnesia and the post-acute period after traumatic brain injury
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Language and cognitive communication during post-traumatic amnesia: a critical synthesis
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Aphasia rehabilitation in Australia: current practices, challenges and future directions
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Assessment practices of speech-language pathologists for cognitive communication disorders following traumatic brain injury in adults: an international survey
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A national approach to improving aphasia services: application of a knowledge transfer and exchange framework
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Aphasia rehabilitation in Australia: current practices, challenges and future directions
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Evidence-based practice in speech-language pathology curricula : a scoping study
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Evidence-based practice in speech-language pathology curricula: a scoping study
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Togher, Leanne; Yiannoukas, Corina; Harrison, Elisabeth; Douglas, Jacinta; Lincoln, Michelle; Power, Emma; Munro, Natalie; McCabe, Patricia; Ghosh, Pratiti; Worrall, Linda; Ward, Elizabeth; Ferguson, Alison. - : Informa Healthcare, 2011
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Abstract:
This scoping study investigated how evidence-based practice (EBP) principles are taught in Australian speech-language pathology (SLP) teaching and learning contexts. It explored how Australian SLP university programs: (1) facilitate student learning about the principles of EBP in academic and clinical settings, and (2) self-evaluate their curricula in relation to EBP. The research involved two surveys. Survey 1 respondents were 131 academic staff, program coordinators, and on-campus and off-campus clinical educators. This survey gathered information about EBP teaching and learning in SLP programs as well as future EBP curriculum plans. Survey 2 investigated how clinical educators incorporated EBP into the way they taught clinical decision-making to students. Surveys responses from 85 clinical educators were analysed using descriptive and nonparametric statistics and thematic grouping of open-ended qualitative responses. Both surveys revealed strengths and gaps in integrating EBP into Australian SLP curricula. Perceived strengths were that respondents were positive about EBP, most had EBP training and access to EBP resources. The perceived gaps included the academic staff’s perceptions of students’ understanding and application of EBP, respondents’ understanding of research methodologies, communication and collaboration between academic staff and clinical educators, and a lack of explicit discussion by clinical educators and students of EBP in relation to clients.
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Keyword:
curriculum development; EBP; evidence-based practice; scoping study; speech-language pathology
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URL: http://hdl.handle.net/1959.13/1047461
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Evidence-based practice in speech-language pathology curricula: A scoping study
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Acquired language disorders: Some functional insights
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In: Research outputs pre 2011 (2005)
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Testamentary capacity and aphasia: A descriptive case report with implications for clinical practice
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In: Research outputs pre 2011 (2003)
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Testamentary capacity and aphasia : a descriptive case report with implications for clinical practice
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Testamentary capacity and aphasia: a descriptive case report with implications for clinical practice
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