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Pre-registration research training of speech and language therapists in the UK: a nationwide audit of quantity, content and delivery

Pagnamenta, E. and Joffe, V. L. (2018) Pre-registration research training of speech and language therapists in the UK: a nationwide audit of quantity, content and delivery. International Journal of Evidence-Based Healthcare, 16 (4). pp. 204-213. ISSN 1744-1609

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To link to this item DOI: 10.1097/XEB.0000000000000143

Abstract/Summary

Aim: To carry out an audit of the quantity and content of research teaching on UK pre-registration speech and language therapy degree programmes. Method: Lecturers delivering research teaching from each higher education institution providing pre-registration training were invited to complete an online survey. Questions included: amount of research teaching, content of research teaching (including final year projects), perceived confidence by staff of graduates in research awareness, research activity and leading research. Responses were received for 14 programmes (10 undergraduate and 4 postgraduate), representing 73% of all undergraduate courses and 44% of all postgraduate courses in the UK. Results: Fifty percent of courses included over 30 hours of research teaching, with wide variability across both undergraduate and postgraduate courses in number of hours, modules and credits devoted to research. There was no association between quantity of research teaching and perception of adequacy of quantity of teaching. Critical appraisal, statistical software and finding literature were the most common topics taught. Conversely, service evaluation and audit was the least common topic covered. All institutions provided a final year project, with 11/14 requiring empirical research. Perceived confidence of graduates was higher for research awareness than active research and leading research but this varied across institutions. There was a strong correlation between lecturers’ perceived confidence of graduates in research awareness and number of hours of research teaching. Conclusions: Despite the requirements for health care professionals to engage in evidence-based practice, the amount and nature of research training in pre-registration courses for speech and language therapists in the UK is highly variable. Levels of perceived confidence of graduates was also variable, not only for active participation in research, and for leading research, but also for research awareness. This has implications for the ability of speech and language therapists to use and embed research in their routine clinical practice.

Item Type:Article
Refereed:Yes
Divisions:Interdisciplinary centres and themes > Centre for Literacy and Multilingualism
Faculty of Life Sciences > School of Psychology and Clinical Language Sciences > Department of Clinical Language Sciences
Faculty of Life Sciences > School of Psychology and Clinical Language Sciences > Language and Cognition
ID Code:76134
Uncontrolled Keywords:Clinical Education, Evidence Based Practice, Higher Education Institutions, Research, Speech and Language Therapists
Publisher:Wolters Kluwer Health, Inc.

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