Abstract
Evidence-based practice (EBP) is widely acknowledged to be beneficial and necessary for the treatment of patients. However, a gap between evidence-based practice research and use is present. One way to improve EBP implementation is by focusing on incorporating explicit EBP instruction at the graduate student level. This study describes the development of a series of learning modules based on key EBP principles in order to increase graduate student confidence in EBP. Twenty-four first-semester graduate students were followed over the course of 8-weeks, with one group of twelve students receiving structured supplemental learning and the other group receiving only their traditional education. The two groups were given a pre- and post-test to measure confidence in evidence-based practice. An ANOVA analysis was conducted, indicating a significant interaction on the confidence levels of those receiving the structured learning modules while taking their typical class. While further research is warranted, this pilot study suggests that the addition of supervisor delivered supplemental structured learning modules increase the EBP confidence for graduate student clinicians, which has potential to facilitate novice clinicians use of EBPs within real-world clinical care.
Recommended Citation
Olson, C.,
&
Tierney-Hendricks, C.
(2026).
Improving Speech-Language Pathology Graduate Student Confidence in Evidence-Based Practice.
Teaching and Learning in Communication Sciences & Disorders, 10(1).
DOI: https://doi.org/10.61403/2689-6443.1410
