Université Lyon 1, ISTR, Lyon, France.
Université de Lyon, Lyon, France.
Int J Lang Commun Disord. 2021 Sep;56(5):989-1008. doi: 10.1111/1460-6984.12651. Epub 2021 Aug 4.
Taking into account international studies interested in the development of evidence-based practice (EBP) in the speech and language therapy field, this survey investigated key issues with regard to students' perception of EBP.
To determine how final-year students in France conceive EBP; to know if they feel competent in this area; to investigate any barriers to the use of EBP; and to assess their intention of using the EBP approach in their professional practice after graduating.
METHODS & PROCEDURES: Between January and April 2019, 182 advanced French students from 15 French speech-language university training centres (SLUTC) completed an online survey addressing these questions.
OUTCOMES & RESULTS: The results show that 68.7% of students in the sample had a positive perception of the EBP. Between 54.9% and 73.6% of students felt rather competent to apply part of the approach, and 17% were sure to implement it in their own practice later on. Step 3 'Critically evaluating the evidence' was the most difficult. Regardless of the different EBP steps, the most important barrier for students who felt competent was the lack of practice; for students who did not feel competent, the major barriers were both the lack of theoretical knowledge and the lack of practice. A total of 61% of students reported not seeing EBP being practised by their clinical practice placements supervisors; 55% reported never having used their EBP knowledge during their clinical practice placements.
CONCLUSIONS & IMPLICATIONS: The students interviewed had a positive perception of EBP. Nevertheless, these results demonstrate a need to improve the EBP curricula and to include EBP in clinical education, under the guidance of clinical practice placements supervisors.
What is already known on the subject Despite the fact that EBP is widespread, previous studies have shown that it is not sufficiently used in the practice of speech and language therapists (SLT) and that young professionals tend to seek advice from experienced professionals rather than use EBP. Some students, despite their programme, do not feel competent enough to implement EBP. What this study adds to the existing knowledge French SLT students had a positive opinion of EBP despite barriers to implementation in their future professional practice, especially regarding the critical analysis of evidence. Moreover, the study reveals a need to practise EBP during clinical practice placements, and to create specific pedagogical framework for EBP. What are the potential or actual clinical implications of this work? The potential implication of this study is the use of the questionnaire to investigate the students' perception of EBP from a theoretical and a practical point of view, in collaboration with clinical practice placement supervisors, with the aim of promoting the task value and the self-efficacy as the two best factors to enhance students' motivation in favour of EBP.
考虑到国际上对言语治疗领域循证实践（EBP）发展感兴趣的研究，本调查研究了学生对 EBP 的看法的关键问题。
确定法国的应届毕业生如何理解 EBP；了解他们在这方面的能力；调查使用 EBP 的障碍；评估他们毕业后在专业实践中使用 EBP 方法的意愿。
2019 年 1 月至 4 月，来自 15 个法国言语语言大学培训中心（SLUTC）的 182 名法国高级学生完成了一项在线调查，其中涉及这些问题。
结果显示，样本中 68.7%的学生对 EBP 有积极的看法。54.9%至 73.6%的学生认为自己有能力应用该方法的一部分，17%的学生肯定会在以后的实践中应用。第三步“批判性评估证据”是最困难的。无论 EBP 步骤如何，对于感到有能力的学生来说，最重要的障碍是缺乏实践；对于感到没有能力的学生来说，主要障碍是缺乏理论知识和缺乏实践。共有 61%的学生报告说，他们没有看到临床实习指导老师在实践 EBP；55%的学生报告说，他们在临床实习期间从未使用过 EBP 知识。
接受采访的学生对 EBP 有积极的看法。然而，这些结果表明需要改进 EBP 课程，并在临床实践指导老师的指导下将 EBP 纳入临床教育。
该主题的已知内容尽管 EBP 已经普及，但之前的研究表明，它在言语治疗师（SLT）的实践中并没有得到充分利用，而且年轻的专业人员倾向于向经验丰富的专业人员寻求建议，而不是使用 EBP。一些学生尽管参加了该课程，但认为自己没有足够的能力实施 EBP。本研究对现有知识的补充尽管在未来的专业实践中存在实施 EBP 的障碍，但法国 SLT 学生对 EBP 的看法是积极的，尤其是对证据的批判性分析。此外，研究揭示了在临床实践中需要实践 EBP，并为 EBP 制定具体的教学框架。这项工作的潜在或实际临床意义是什么？本研究的潜在意义是，与临床实践指导老师合作，从理论和实践的角度，使用问卷调查学生对 EBP 的看法，旨在提高任务价值和自我效能感，这是增强学生对 EBP 的积极性的两个最佳因素。
