Many national professional organizations of speech-language
pathologists have adopted evidence-based practice (EBP) as the
preferred approach to clinical practice. This mandate brings with
it an added responsibility for university programs because they
need to prepare future generations of speech-language pathologists
for these new demands.
This special issue is the first in a peer-reviewed journal in
the field that focuses on the teaching of EBP at the
pre-professional level! That is, four university programs from
three continents (Australia, Europe, and North America) showcase
how they conceptualized and implemented their innovative approach
to teaching EBP.
Because many programs are in the midst of moving toward EBP,
this is a must read for anyone who is teaching or learning in a
university-based program in speech-language pathology.
We believe that this issue will serve as a catalyst for
increased scholarly discourse on this critical need.
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