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

Abstract

Background

The American Speech–Language–Hearing Association (ASHA) promotes the use of evidence-based practice (EBP) in the provision of clinical services by speech–language pathologists (SLPs). Therefore, training in the EBP process is vital in the education of future SLPs. Case-based learning (CBL) has been found effective in facilitating transfer of knowledge and skills in various fields; however, its utilisation to teach EBP to SLP students is understudied.

Methods

This phenomenological investigation explores the use of CBL, an active learning strategy that gives students the opportunity to practice application of knowledge to realistic scenarios, to teach EBP to graduate SLP students. Graduate SLP students worked in small groups to complete an article review activity centred around an assigned hypothetical clinical case. Students submitted article review papers and written reflections on their learning process. The written reflections and review papers were analysed using qualitative content analysis to understand students' approach to clinical cases and their perspectives on the CBL approach.

Results

Analysis of the papers and reflections indicated that students tended to rely heavily on scientific evidence for clinical decision making, often to the exclusion of clinical expertise or client perspectives. Students reported that the project was applicable to their future clinical practice. Further, they reported learning from multiple sources, including the instructor, class discussion and their peers.

Conclusion

Results indicate that graduate SLP students found CBL activities beneficial for learning the principles of EBP. Students specifically indicated an appreciation for the realistic nature of the activities. Future applications are examined.