Pràctica basada en l'evidència Codi:  20.823    :  6
Consulta de les dades generals   Descripció   Informació prèvia a la matrícula   Objectius i competències   Continguts   Consulta dels recursos d'aprenentatge de la UOC per a l'assignatura   Informació addicional sobre els recursos d'aprenentatge i eines de suport   Informacions sobre l'avaluació a la UOC   Consulta del model d'avaluació  
Aquest és el pla docent de l'assignatura per al primer semestre del curs 2024-2025. Podeu consultar si l'assignatura s'ofereix aquest semestre a l'espai del campus Més UOC / La universitat / Plans d'estudis). Un cop comenci la docència, heu de consultar-lo a l'aula. El pla docent pot estar subjecte a canvis.

Evidence-Based Practice is a compulsory course taken in the fifth semester of the Joint Bachelor's Degree in Speech and Language Therapy (UVic-UCC, UOC). The goal is to introduce students to the basics of evidence-based practice, following a mixed approach combining theory and hands-on experience.

The course is organized into five blocks. The first block is introductory, covering what evidence-based practice is, its development over time (both in the broader field of health sciences and in speech and language therapy specifically) and its basic principles. It also goes into the strengths and limitations of this approach and the steps involved in its implementation. The remaining four blocks focus on the different stages of a systematic review: formulating a clinical question, finding the best available evidence to answer it, assessing the quality and validity of the evidence found, putting this evidence into practice and evaluating the results.

Overall, the course is aimed at encouraging students to think critically about the use, interpretation, and dissemination of research results, as well as how to bring these results into clinical speech and language therapy practice.

Language of instruction: English


Students should note that some of the reference works and other materials required to complete the course's assessable activities (continuous assessment activities and a synthesis test) are in English.



General and basic competencies (GC/BC)

GC3 - Be empathetic in your interactions with other people, showing interpersonal skills.

BC2 - Apply knowledge to your job or occupation professionally and have the skills usually demonstrated by making and defending arguments and solving problems within your field of study.

 BC4 - Convey information, ideas, problems and solutions to both specialist and non-specialist audiences.

Interdisciplinary competencies (IC)

IC2 - Project the values of entrepreneurship and innovation in the course of your personal academic and professional career through contact with different professional realities and with motivation for professional development.

IC6 - Use different forms of verbal, written or audiovisual communication, in your mother tongue or in foreign languages, with a high level of correctness in use, form and content.

IC7 - Become the main player in your own formative process, focusing on personal and professional improvement and the acquisition of a complete education that enables you to learn and live in a context of language diversity, with diverse social, cultural and economic realities.

Specific competencies (SC)

SC1 - Design, implement and assess actions to prevent communication and language disorders.

SC2 - Explore, evaluate, diagnose and give prognoses concerning the evolution of communication and language disorders from a multidisciplinary perspective based on the ability to interpret medical records, applying principles based on the best information available and in conditions of clinical safety.

SC3 - Use speech therapy examination techniques and instruments, and record, synthesize and interpret the data supplied, integrating them in the general body of information.

SC4 - Master the terminology used in order to ensure effective interaction with other professionals.

SC5 - Design and carry out individual and group speech therapy treatments, establishing objectives and stages, with the most effective and adequate methods, techniques and resources, in line with the different stages of human development.

SC7 - Advise users' families and social milieu, encouraging their participation and collaboration in the speech therapy process.

SC9 - Understand the scientific foundations that underpin speech therapy and its evolution, critically assessing the terminology, clinical trials and methodology of the research associated with speech therapy.

SC11 - Explain and provide the rationale for the treatment selected.

SC12 - Know, design and apply preventive programmes associated with speech therapy and foster communication skills among the general population.

SC13 - Be able to develop skills such as regulating one's own learning, problem-solving, critical reasoning and adapting to new situations.

 SC14 - Know and be able to integrate biological (anatomy and physiology), psychological (processes and evolutionary development), linguistic and learning bases for speech therapy intervention in communication, language, speech, hearing, voice and non-verbal oral functions.

SC15 - Be familiar with the disorders affecting communication, language, speech, hearing, voice and non-verbal oral functions.

 SC16 - Know and critically assess the techniques and instruments for assessment and diagnosis in speech therapy, as well as the procedures for speech therapy intervention.

 SC17 - Be able to establish clear and efficient communication with the patient, their family and the other professionals involved in their care, adapting to their sociolinguistic and cultural characteristics.

SC18 - Prepare and write examination and diagnosis, follow-up, treatment completion and referral reports. SC20 - Be able to use information and communication technologies.

SC20 - Learn how to use ICTs.

SC23 - Work as a speech therapist, respecting your patients' autonomy and their genetic, demographic, cultural and economic determinants, applying the principles of social justice and understanding the ethical implications of health in a changing world.


The course is designed for students to:

  • Understand the relationship between research processes and clinical speech and language therapy, with a view to improving the quality of research and incorporating research results in professional practice.
  • Learn the fundamentals of evidence-based practice in speech and language therapy.
  • Understand the guiding principles for formulating clinical questions in the field of speech and language therapy.
  • Know the steps to finding scientific evidence in the field of speech and language therapy.
  • Understand the importance of quality evidence, use quality assessment tools, put evidence into practice in speech and language therapy and evaluate the results.

Learning outcomes

After completing the course, students should be able to:

  • Use verbal and paraverbal cues to convey active listening while speaking with patients and their families and establish an empathy-driven rapport with them.
  • Solve problems and make decisions in clinical practice in accordance with the legal framework regulating the profession of speech and language therapist.
  • Handle problems and situations that arise in this line of work while displaying entrepreneurial and innovative attitudes.
  • Write reports and other (mainly technical) documents using correct spelling and grammar in Catalan, Spanish and English.
  • Critically and responsibly assess their own practice and that of others.
  • Apply their knowledge, understanding and problem-solving skills in complex or professional and specialized fields of work that require the use of creative and innovative ideas.
  • Communicate knowledge, methodologies, ideas, problems and solutions in the field of speech and language therapy clearly and accurately to all types of audiences (both specialist and non-specialist).
  • Follow the steps of evidence-based practice to devise projects in response to specific demands for scientific evidence.
  • Assess scientific works critically and thoughtfully.
  • Search for and select scientific articles in the field of speech and language therapy in the databases run by the highest impact journals.
  • Use reference managers adeptly to gather, organize and cite bibliographic references in a research document with the expected rigour.
  • Reports evaluation findings appropriately
  • Describes the necessity of interdisciplinary treatment for individuals with secondary speech therapy modifications
  • Argues orally and in writing the impressions of the diagnostic procedure, tailoring it to the interlocutor, whether a professional or a family member.
  • Identifies the many phases of the evaluation and diagnosis process and uses the primary techniques for examining changes in oral and written language, speech, voice, and swallowing.
  • Evaluates the utility of clinical guidelines for alterations in speech therapy, as well as the procedures and instruments produced from each.
  • Generates intervention reports with the appropriate formal rectification, customizing the essential information for the family as well as other professionals involved in the case (phoniatrists, ENT specialists, teachers, paediatricians, etc.).


1. Introduction to Evidence-Based Practice (EBP)

2. Defining the clinical question. 

3. Search for evidence. 

4. Assessment of the quality of the evidence.

5. Decision and implementation of the evidence, and evaluation of the intervention.


Adquisició del llenguatge. Entrevista a Susan Ebbels Audiovisual
Les pràxies bucofonatòries per a la parla: Per què no funcionen? Audiovisual
Language acquisition. Interview with Susan Ebbels Audiovisual
Oral praxis for speech: Why don't they work? Audiovisual


Module 1. Introduction to evidence-based practice
Module 2. The clinical question
Module 3. Systematic literature search 
Module 4. Quality assessment of studies included in systematic reviews
Module 5. Implementation of scientific evidence


El procés d'avaluació es fonamenta en el treball personal de l'estudiant i pressuposa l'autenticitat de l'autoria i l'originalitat dels exercicis realitzats.

La manca d'autenticitat en l'autoria o d'originalitat de les proves d'avaluació; la còpia o el plagi; l'intent fraudulent d'obtenir un resultat acadèmic millor; la col·laboració, l'encobriment o l'afavoriment de la còpia, o la utilització de material, programari o dispositius no autoritzats durant l'avaluació, entre altres, són conductes irregulars en l'avaluació que poden tenir conseqüències acadèmiques i disciplinàries greus.

Aquestes conductes irregulars poden comportar el suspens (D/0) en les activitats avaluables que es defineixin en el pla docent -incloses les proves finals- o en la qualificació final de l'assignatura, sigui perquè s'han utilitzat materials, programari o dispositius no autoritzats durant les proves, com ara xarxes socials o cercadors d'informació a internet, perquè s'han copiat fragments de text d'una font externa (internet, apunts, llibres, articles, treballs o proves d'altres estudiants, etc.) sense la citació corresponent, o perquè s'ha dut a terme qualsevol altra conducta irregular.

Així mateix, i d'acord amb la normativa acadèmica, les conductes irregulars en l'avaluació també poden donar lloc a la incoació d'un procediment disciplinari i a l'aplicació, si escau, de la sanció que correspongui, de conformitat amb l'establert a la normativa de convivència de la UOC.

En el marc del procés d'avaluació, la UOC es reserva la potestat de:

  • Sol·licitar a l'estudiant que acrediti la seva identitat segons l'establert a la normativa acadèmica.
  • Sol·licitar a l'estudiant que acrediti l'autoria del seu treball al llarg de tot el procés d'avaluació, tant avaluació contínua com avaluació final, per mitjà d'una prova oral o els mitjans síncrons o asíncrons que estableixi la Universitat. Aquests mitjans tindran per objecte verificar els coneixements i les competències que garanteixin l'autoria; en cap cas no implicaran una segona avaluació. Si no és possible garantir l'autoria de l'estudiant, la prova serà qualificada amb D, en el cas de l'avaluació contínua, o amb un Suspens, en el cas de l'avaluació final.

    A aquests efectes, la UOC pot exigir a l'estudiant l'ús d'un micròfon, una càmera o altres eines durant l'avaluació; és responsabilitat de l'estudiant assegurar que aquests dispositius funcionen correctament.


Per aprovar l'assignatura has de superar l'avaluació contínua (AC) i fer una prova de síntesi (PS).

La qualificació final (QF) de l'assignatura es calcula d'acord amb el següent:

  • Si superes l'AC i a la prova de síntesi obtens la nota mínima necessària, la nota final es ponderarà d'acord amb els valors establerts en el pla docent.
  • Si superes l'AC però no obtens la nota mínima necessària a la prova de síntesi, la nota final serà la qualificació numèrica obtinguda a la PS.
  • Si superes l'AC i no et presentes a la prova de síntesi, la nota final serà suspès (2).
  • Si no superes l'AC, la nota final serà la nota de l'AC.
  • Si no et presentes a l'AC, la nota final serà un No presentat.