Controlled before-after study to evaluate change in evidence-based practice of speech and language therapy students.

Abstract

The integration of evidence-based practice (EBP) into speech and language therapy (SLT) curricula has been increasingly encouraged in recent years. The study aimed to evaluate whether an educational module on EBP for undergraduate SLT students can improve their EBP competencies. The EBP module, taught by a SLT faculty member and a librarian, was delivered over 2months. All fourth year SLT students (trained group) and all fourth year psychology students (control group) of the University of Liège (Belgium) were asked to participate in the study. Their performance on an adapted Fresno test was measured before and after the module. In addition, the SLT students took a computer-based searching task. They were also asked to share their perceptions towards the module. All the 47 SLT students and 57/108 psychology students took the pre- and post-tests. Although both groups performed similarly at the baseline, only the trained students gained new skills and knowledge. Furthermore, 36 SLT students shared their perceptions on the module and offered suggestions on ways to improve it. Trained students improved their EBP competencies. Nevertheless, the module could be strengthened along with better integration of EBP into clinical modules and across the curriculum.