Using the Assessment Process to Improve Evidence-Based Information Gathering Skills for Future Audiologists
Success of students in Doctor of Audiology programs depends on the ability of the learner to find and evaluate scholarly evidence. The objective of this study is to determine if an information literacy training session on evidence-based information gathering will increase four student measures: (1) Attitudes toward gathering and evaluating scholarly evidence, (2) Knowledge about evidence-base information gathering practices, (3) Perceived value of the training regarding evidence-based searching methods, and (4) Ability to gather evidence for clinical research questions. 23 first-year audiology doctoral students (AuD) at the University of the Pacific in San Francisco participated in this study. Pre- and post-test assessments were given to students before and after a two-hour information literacy training on how to find and evaluate resources during the evidence-based information gathering process. The results support the hypothesis that understanding evidence-based practice (EBP) early in the first year of doctoral education allows the learner to gain confidence in information gathering and produce higher quality scholarly output.
Using the Assessment Process to Improve Evidence-Based Information Gathering Skills for Future Audiologists.
Canadian Audiologist, 3(6),
Higher Education Commons, Medical Education Commons, Speech Pathology and Audiology Commons
Originally published in Canadian Audiologist here.