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Opinions of speech-language-hearing pathologists and students on evidence-based practice: a systematic review
Samara Fernandes da Silva Souza1, Allya Francisca Marques Borges2, Ramon Cipriano Pacheco de Araújo3
1Departamento de Fonoaudiologia, Universidade Federal do Rio Grande do Norte - UFRN - Natal (RN), Brasil.
Purpose:
To synthesize evidence on the knowledge, skills, attitudes, behaviors, and barriers reported by speech-language-hearing pathologists and students regarding evidence-based practice (EBP).
Research Strategy:
This systematic review searches the PubMed/MEDLINE, Scopus, Web of Science, Embase, LILACS, SciELO, and LIVIVO databases and grey literature.
Selection Criteria:
The review included observational studies that investigated aspects related to EBP among speech-language-hearing professionals and undergraduates, with data collected through questionnaires.
Data Analysis:
Two reviewers extracted data independently, and information synthesis was supported by NotebookLM artificial intelligence, with subsequent manual verification. The risk of bias was assessed considering sample representativeness, response rate, data precision, evidence of sample size calculation, and quality of the instrument used.
Results:
31 studies published between 2004 and 2024 were included, with samples ranging from 9 to 2,762 participants. The risk of bias ranged from 1 to 4 on a scale of 0 to 6. Studies show generally favorable attitudes towards EBP, but indicate important limitations in database search skills, critical reading, and application of evidence. Clinical practice is still heavily based on personal experience, with limited use of scientific literature. The main barriers reported were lack of time, limited access to evidence, scarcity of applicable evidence, and gaps in training.
Conclusion:
Despite positive attitudes, the adoption of EBP in speech-language-hearing pathology is still limited, requiring educational and institutional strategies to strengthen its implementation.
