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Teaching Graduate Students to Make EvidenceBased Intervention Decisions: Application of a SevenStep Process Within an Authentic Learning Context

Gillam, Sandra Laing PhD; Gillam, Ronald B. PhD

Topics in Language Disorders:
doi: 10.1097/01.TLD.0000333597.45715.57

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.

Author Information

From the Department of Communicative Disorders and Deaf Education, Utah State University, Logan.

Corresponding author: Sandra L. Gillam, PhD, Department of Communication Disorders and Deaf Education, Utah State University, 1000 Old Main Hill, Logan, UT 84322 (e-mail:

© 2008 Lippincott Williams & Wilkins