Framing the Future of Speech Language Pathology Research: A Faculty-Librarian Collaboration in an Evidence-Based Practice Course

Objective This lightning talk will explore a collaboration between a Speech Language Pathology (SLP) faculty instructor and three librarians in an evidence-based practice (EBP) lecture course within a SLP graduate program at a large private university. Description The American Speech-Language Hearing Association requires accredited graduate speech language pathology programs to include EBP in their curriculum (Greenwell et al. 2021).F Over the past two years, the health sciences librarian and SLP faculty instructor have incorporated scaffolded information literacy instruction into the required EBP courses. This year, they revised the first-year course final project to be a group poster, and involved the data literacy and scholarly communications librarians in their instruction. The team of librarians gave instruction over multiple sessions on steps in the research process and poster design, with an emphasis on publishing and dissemination. They held in-class consultations with students and published weekly research tips to the course site to foster engagement. Students gave group presentations and had the option to submit their posters to the university’s institutional repository. Results/Outcomes Students’ exit tickets and course evaluations indicated a strong appreciation for having regular access to the librarians in class and being supported by an interdisciplinary team of instructors. Several groups chose to submit their posters to the institutional repository. Conclusions By involving multiple librarians with unique expertise in the EBP course, the health sciences librarian and faculty instructor redesigned the curriculum to promote students as future researcher-clinicians who can contribute to the development of SLP research.