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Integration of Evidence-Based Practice Into the University Clinic

Goldstein, Brian A. PhD

doi: 10.1097/01.TLD.0000333596.07598.f1

For university students, there is often a separation between the research they read and the research discussed in academic courses and the application of that information into the clinical setting. Clinical supervisors help students bridge that gap by making a connection between research and practice, using principles of evidence-based practice. That evidence will come in a number of forms, such as the research literature, systematic reviews, and practice guidelines. In addition, students should avail themselves of the other 2 components of evidence-based practice—clinical judgment (theirs and their supervisor's) and the goals related to clients and/or families. Students should use their information literacy skills to apply the systematic PICO Procedure (patient characteristics, intervention program, comparison treatment, and outcome) to answer their clinical question and inform their clinical goals. Supervisors should assist students to develop information literacy skills and incorporate these skills within a model of supervision (Anderson, 1988). The purpose of this article is to show how principles of evidence-based practice can be integrated into the university clinic.

From the Department of Communication Sciences and Disorders, Temple University, Philadelphia, Pennsylvania.

Corresponding author: Brian A. Goldstein, PhD, Department of Communication Sciences and Disorders, Temple University, 110 Weiss Hall, Philadelphia, PA 19122 (e-mail:

© 2008 Lippincott Williams & Wilkins