Teaching Graduate Students to Make Evidence-Based Intervention Decisions: Application of a Seven-Step Process Within an Authentic Learning Context

Document Type

Article

Journal/Book Title/Conference

Topics in Language Disorders

Volume

28

Issue

3

Publisher

Lippincott, Williams and Wilkins

Publication Date

2008

First Page

212

Last Page

228

Abstract

Clinical education provides an authentic context for teaching graduate students how to make evidence-based clinical decisions. We present a seven-step evidence-based practice decision-making process that supervisors can teach graduate students who are enrolled in clinical practicum experiences. Clinical supervisors can teach students to ask appropriate clinical questions, to conduct literature reviews, to critically appraise research evidence, and to systematically integrate external and internal evidence in ways that lead to effective assessment and treatment decisions. The article explains how supervisors can teach the steps in the evidence-based practice decision-making process to students as they answer clinical questions about clients they are serving.

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Originally published by Lippincott, Williams & Wilkins. Abstract available through remote link. Subscription required to access article fulltext.

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