Abstract
Purpose : This article describes the implementation of 4 sustainable learning op- portunities that were added to a communication disorders program at State University of New York at New Paltz as examples of integrative learning at undergraduate and graduate levels of evidence- based practice (EBP) principles. Method: Examples include an undergraduate re- search methods course, an EBP project in a gradu- ate research methods course, grand rounds meet- ings, and an aphasia support group practicum. Results: EBP presentations by final-semester gradu- ate students demonstrated increased independency to answer clinical questions using 5 EBP steps. Feedback about the presentations by supervisors indicated that the students demonstrated increased professionalism and fluency with EBP. Conclusion: The preliminary outcomes are promis- ing for this communication disorders programs and others, especially in light of the few adaptations that were necessary to provide integrative learning opportunities.
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