ENGLISH ABSTRACT Background. Evidence-Based Practice (EBP) is a fundamental framework for decision-making in healthcare professions, integrating the best available research evidence with clinical expertise and the values and preferences of the individual receiving care. University education provides an essential setting for developing the knowledge and skills required for its implementation. However, within the Italian context, the available evidence does not provide a systematic nationwide description of the formally documented presence of EBP within Speech and Language Therapy degree programmes. Objective. To describe the presence of EBP within the curricula of Italian Speech and Language Therapy degree programmes, distinguishing between courses specifically dedicated to EBP and courses with different titles that include content related to the evidence-based process, and to characterize their distribution, nomenclature, disciplinary affiliation, and academic weight in terms of university credits (CFUs). Methods. A cross-sectional descriptive observational study was conducted based on the analysis of institutional educational documentation from Speech and Language Therapy degree programmes active in Italy during the 2025-2026 academic year. All 32 programmes identified through official sources of the Italian Ministry of University and Research were included. Data collection, performed between March and April 2026, involved reviewing study plans and course syllabi. Courses with different titles were classified as containing EBP-related content when at least one element explicitly corresponding to one of the five components of the Sicily Statement was identifiable in the syllabus: Ask, Acquire, Appraise, Apply, and Assess. Additional variables included course title, number of CFUs, disciplinary group/scientific disciplinary sector (GSD/SSD) reported in the institutional documentation, geographical macro-area, public or private university status, and number of available places. Data were analysed using descriptive statistics. Results. A course specifically dedicated to EBP was identified in 1 of the 32-degree programmes (3.1%). Content related to at least one component of the EBP process was identified within courses bearing different titles in 16 programmes (50.0%), for a total of 21 courses. Such content was present in 72.7% of degree programmes in Northern Italy, 50.0% in Central Italy, and 27.3% in Southern Italy. Ten of the 21 courses (47.6%) had titles related to the field of statistics; when statistics, clinical research, and research methodology courses were considered together, this proportion increased to 71.4%. The number of CFUs assigned to these courses ranged from 1 to 5, with a median of 2 CFUs (IQR 1-2). Conclusions. In Italian Speech and Language Therapy degree programmes, EBP is formally documented primarily through content embedded within courses bearing different titles, whereas courses explicitly dedicated to EBP are uncommon. These findings describe the presence of EBP as declared in institutional documentation and do not allow conclusions regarding the completeness of the EBP process addressed, the methods through which content is actually delivered, or the competencies acquired by students. The observed variability and the frequent placement of EBP-related content within statistics, methodology, and research courses highlight the need for further studies investigating its integration into educational pathways and evaluating associated learning outcomes. Keywords: Evidence-Based Practice; Speech and Language Therapy; Higher Education; Speech-Language Pathology; Health Professions Education; Document Analysis.
Background. L’Evidence-Based Practice (EBP) rappresenta un riferimento fondamentale per il processo decisionale nelle professioni sanitarie, integrando le migliori evidenze scientifiche disponibili con l’expertise clinica e con i valori e le preferenze della persona assistita. La formazione universitaria costituisce un contesto essenziale per l’acquisizione delle conoscenze e delle abilità necessarie alla sua applicazione. Nel panorama italiano, tuttavia, le evidenze disponibili non restituiscono una descrizione sistematica su scala nazionale della presenza formalmente documentata dell’EBP nei Corsi di Laurea in Logopedia. Obiettivo. Descrivere la presenza dell’EBP nell’offerta formativa dei Corsi di Laurea in Logopedia italiani, distinguendo gli insegnamenti specificamente dedicati da quelli con diversa denominazione contenenti elementi riconducibili al processo evidence-based, e caratterizzandone la distribuzione, la denominazione, l’appartenenza disciplinare e il peso in termini di Crediti Formativi Universitari (CFU). Metodi. È stato condotto uno studio osservazionale descrittivo trasversale basato sull’analisi della documentazione didattica istituzionale dei Corsi di Laurea in Logopedia attivi in Italia nell’anno accademico 2025–2026. Sono stati inclusi tutti i 32 Corsi di Laurea identificati attraverso le fonti istituzionali del Ministero dell’Università e della Ricerca. La raccolta dei dati, effettuata tra marzo e aprile 2026, ha previsto l’esame dei piani di studio e dei syllabus/programmi didattici. Gli insegnamenti con diversa denominazione sono stati classificati come contenenti elementi EBP quando nel relativo programma risultava esplicitamente identificabile almeno un contenuto riconducibile alle cinque componenti del Sicily Statement: Ask, Acquire, Appraise, Apply e Assess. Sono state inoltre rilevate la denominazione dell’insegnamento, i CFU, il GSD/SSD riportato nella documentazione istituzionale, la macroarea geografica, la natura pubblica o privata dell’Ateneo e il numero di posti disponibili. I dati sono stati analizzati mediante statistica descrittiva. Risultati. Un insegnamento specificamente dedicato all’EBP è stato identificato in 1 dei 32 Corsi di Laurea (3,1%). Contenuti riconducibili ad almeno una componente del processo EBP sono stati rilevati in insegnamenti con diversa denominazione in 16 Corsi di Laurea (50,0%), per un totale di 21 insegnamenti. La loro presenza è risultata pari al 72,7% dei Corsi di Laurea del Nord, al 50,0% del Centro e al 27,3% del Sud Italia. Dieci dei 21 insegnamenti (47,6%) presentavano denominazioni riferibili all’ambito statistico; considerando congiuntamente statistica, ricerca clinica e metodologia della ricerca, la quota raggiungeva il 71,4%. I CFU attribuiti agli insegnamenti variavano da 1 a 5, con una mediana di 2 CFU (IQR 1–2). Conclusioni. Nei Corsi di Laurea in Logopedia italiani l’EBP risulta formalmente documentata soprattutto attraverso contenuti inseriti in insegnamenti con diversa denominazione, mentre gli insegnamenti esplicitamente dedicati sono poco frequenti. I risultati descrivono la presenza dichiarata nella documentazione istituzionale e non consentono di stabilire la completezza del processo EBP affrontato, le modalità con cui i contenuti vengono effettivamente insegnati o le competenze acquisite dagli studenti. La variabilità osservata e la frequente collocazione dei contenuti in insegnamenti di area statistica, metodologica e di ricerca indicano l’interesse di ulteriori studi rivolti ad approfondirne l’integrazione nel percorso formativo e a valutarne gli esiti di apprendimento. Parole chiave: Evidence-Based Practice; Logopedia; formazione universitaria; Speech-Language Pathology; educazione nelle professioni sanitarie; analisi documentale.
“L’insegnamento dell’Evidence-Based Practice a studentesse e studenti di Logopedia in Italia: uno studio trasversale.”
FERRETTI, VALERIA
2025/2026
Abstract
ENGLISH ABSTRACT Background. Evidence-Based Practice (EBP) is a fundamental framework for decision-making in healthcare professions, integrating the best available research evidence with clinical expertise and the values and preferences of the individual receiving care. University education provides an essential setting for developing the knowledge and skills required for its implementation. However, within the Italian context, the available evidence does not provide a systematic nationwide description of the formally documented presence of EBP within Speech and Language Therapy degree programmes. Objective. To describe the presence of EBP within the curricula of Italian Speech and Language Therapy degree programmes, distinguishing between courses specifically dedicated to EBP and courses with different titles that include content related to the evidence-based process, and to characterize their distribution, nomenclature, disciplinary affiliation, and academic weight in terms of university credits (CFUs). Methods. A cross-sectional descriptive observational study was conducted based on the analysis of institutional educational documentation from Speech and Language Therapy degree programmes active in Italy during the 2025-2026 academic year. All 32 programmes identified through official sources of the Italian Ministry of University and Research were included. Data collection, performed between March and April 2026, involved reviewing study plans and course syllabi. Courses with different titles were classified as containing EBP-related content when at least one element explicitly corresponding to one of the five components of the Sicily Statement was identifiable in the syllabus: Ask, Acquire, Appraise, Apply, and Assess. Additional variables included course title, number of CFUs, disciplinary group/scientific disciplinary sector (GSD/SSD) reported in the institutional documentation, geographical macro-area, public or private university status, and number of available places. Data were analysed using descriptive statistics. Results. A course specifically dedicated to EBP was identified in 1 of the 32-degree programmes (3.1%). Content related to at least one component of the EBP process was identified within courses bearing different titles in 16 programmes (50.0%), for a total of 21 courses. Such content was present in 72.7% of degree programmes in Northern Italy, 50.0% in Central Italy, and 27.3% in Southern Italy. Ten of the 21 courses (47.6%) had titles related to the field of statistics; when statistics, clinical research, and research methodology courses were considered together, this proportion increased to 71.4%. The number of CFUs assigned to these courses ranged from 1 to 5, with a median of 2 CFUs (IQR 1-2). Conclusions. In Italian Speech and Language Therapy degree programmes, EBP is formally documented primarily through content embedded within courses bearing different titles, whereas courses explicitly dedicated to EBP are uncommon. These findings describe the presence of EBP as declared in institutional documentation and do not allow conclusions regarding the completeness of the EBP process addressed, the methods through which content is actually delivered, or the competencies acquired by students. The observed variability and the frequent placement of EBP-related content within statistics, methodology, and research courses highlight the need for further studies investigating its integration into educational pathways and evaluating associated learning outcomes. Keywords: Evidence-Based Practice; Speech and Language Therapy; Higher Education; Speech-Language Pathology; Health Professions Education; Document Analysis.| File | Dimensione | Formato | |
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Tesi definitiva Valeria Ferretti-2.pdf
embargo fino al 24/04/2028
Descrizione: Tesi definitiva
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1.1 MB | Adobe PDF |
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https://hdl.handle.net/20.500.12075/29335