Current Issues: Evidence-Based Practice for the Real World: Thoughts on Clinical Education in Communication Disorders This article presents some streamlined and intentionally oversimplified ideas about educating future communication disorders professionals to use some of the most basic principles of evidence-based practice. Working from a popular five-step approach, modifications are suggested that may make the ideas more accessible, and therefore more useful, for university faculty, other ... Article
Article  |   October 01, 2010
Current Issues: Evidence-Based Practice for the Real World: Thoughts on Clinical Education in Communication Disorders
Author Affiliations & Notes
  • Anne K. Bothe
    University of Georgia, Athens, GA
  • Author's Notes
    Author's Notes×
    This paper is based on a presentation made at the Southeastern University Clinical Educators 2009 Annual Conference, which was jointly sponsored by the University of Georgia, Georgia State University, and Valdosta State University. Thanks to Dave Slawson for more recent conversations that shaped part of this text.
    This paper is based on a presentation made at the Southeastern University Clinical Educators 2009 Annual Conference, which was jointly sponsored by the University of Georgia, Georgia State University, and Valdosta State University. Thanks to Dave Slawson for more recent conversations that shaped part of this text.×
Article Information
Research Issues, Methods & Evidence-Based Practice / Professional Issues & Training / Language Disorders / Current Issues
Article   |   October 01, 2010
Current Issues: Evidence-Based Practice for the Real World: Thoughts on Clinical Education in Communication Disorders
SIG 11 Perspectives on Administration and Supervision, October 2010, Vol. 20, 100-105. doi:10.1044/aas20.3.100
SIG 11 Perspectives on Administration and Supervision, October 2010, Vol. 20, 100-105. doi:10.1044/aas20.3.100

This article presents some streamlined and intentionally oversimplified ideas about educating future communication disorders professionals to use some of the most basic principles of evidence-based practice. Working from a popular five-step approach, modifications are suggested that may make the ideas more accessible, and therefore more useful, for university faculty, other supervisors, and future professionals in speech-language pathology, audiology, and related fields.

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