Using case-based learning to teach evidence-based practice: A pilot study

Area of Science:

• Speech-Language Pathology Education
• Clinical Practice
• Pedagogy

Background:

• The American Speech-Language-Hearing Association (ASHA) mandates evidence-based practice (EBP) for speech-language pathologists (SLPs).
• Training future SLPs in EBP is crucial for effective clinical service delivery.
• Case-based learning (CBL) is underutilized for teaching EBP to SLP students despite its effectiveness in other fields.

Purpose of the Study:

• To explore the efficacy of case-based learning (CBL) in teaching evidence-based practice (EBP) to graduate speech-language pathology (SLP) students.
• To understand SLP students' perspectives on using CBL for EBP training.
• To assess the application of knowledge and skills gained through CBL in realistic clinical scenarios.

Main Methods:

• A phenomenological approach was used to investigate CBL's impact on graduate SLP students.
• Students engaged in small group article review activities based on hypothetical clinical cases.
• Qualitative content analysis of student reflections and review papers informed the study.

Main Results:

• Students demonstrated a strong reliance on scientific evidence for clinical decisions, sometimes overlooking clinical expertise and client perspectives.
• Graduate SLP students found the CBL activities highly relevant to their future clinical practice.
• Learning occurred through diverse sources, including instructor guidance, peer discussions, and collaborative learning.

Conclusions:

• Graduate SLP students perceived CBL as a beneficial method for mastering EBP principles.
• The realistic nature of CBL activities was particularly valued by students.
• The study suggests future applications of CBL in SLP education for EBP training.