Evidence-based practice refers to a style of clinical practice where a clinician routinely consults the evidence from clinical research and applies this evidence to a specific patient. The clinician then closely monitors the patient experiences to evaluate whether or not the changes resemble those reported in the research literature.
The available evidence is continually changing as research progresses and advances are made in our understanding of the nature of sound delays in young children. For this reason, the most effective clinician is the one who has the most up-to-date evidence.
In the 2004 version of the course, students reviewed the available evidence. They looked at treatment targets and treatment methods to promote the greatest change in sound learning for children with significant delays in speech sound acquisition. However, they did not appear to gain independence in their ability to locate, evaluate, and apply evidence to clinical cases.
Why I made changes
Students appeared to understand the course topics as 100% of
them passed a comprehensive online exam. However, I noted problems
beyond
the exam's coverage:
Students didn't find the research evidence independently; instead, I provided the evidence and guided them through it.
Students had difficultly synthesizing, integrating, and applying the evidence to clinical practice.
Key course goals for 2005
1. A thorough understanding of the
current evidence.
2. The ability to locate new evidence through literature and Internet searches.
3. The ability to evaluate new evidence independently.
4. The ability to synthesize and apply new evidence independently to clinical cases.
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