A Survey of Speech-Language Pathologists' Understanding and Reported Use of Evidence-Based Practice

Abstract

PurposeThe purpose of this study was to assess speech-language pathologists' (SLPs) understanding and self-reported use of evidence-based practice (EBP). The study also investigated SLPs' opinions toward and barriers to EBP.MethodSLPs (n= 176) from across the United States participated in an online survey designed to assess their understanding and self-reported use of EBP. Participants were recruited via each state's speech-language-hearing association.ResultsA majority of participants were able to identify part of the American Speech-Language-Hearing Association's definition of EBP, but only a small percentage was able to accurately identify the complete, three-part definition. Similarly, most participants could discern between high and low levels of evidence but could not accurately rank all levels. Of a variety of listed sources, participants self-reported the least amount of knowledge for accessing college, university, public, and medical libraries, including online databases through these libraries. American Speech-Language-Hearing Association resources were reported as the most frequently accessed source. Participants self-reported that EBP is beneficial and important but that engaging in EBP can be difficult. The largest barrier to engaging in EBP was lack of time during the workday to stay up-to-date on research. Finally, although participants self-reported a lack of employer-led training in EBP, a majority also self-reported that employers value EBP in the workplace.ConclusionResults suggest SLPs may benefit from increased training on EBP and more time during the workday to engage in EBP. Employers, administrators, and supervisors should consider providing increased training on how to access and utilize peer-reviewed databases. The use of EBP will allow SLPs to improve their clinical practices and provide higher quality treatment to their clients.