Student Abstracts As the editor of this column and as an assistant professor at Northeastern University, I have ongoing interactions with students that focus on how to critically read and discuss research-based journal articles. Solid foundations in research design and statistical analysis are helpful in critically evaluating research. Journal group discussions, ... Article
Article  |   June 01, 2002
Student Abstracts
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  • Therese O'Neil-PirozziColumn Editor
Article Information
Swallowing, Dysphagia & Feeding Disorders / Special Populations / Student Abstracts
Article   |   June 01, 2002
Student Abstracts
SIG 13 Perspectives on Swallowing and Swallowing Disorders (Dysphagia), June 2002, Vol. 11, 23-26. doi:10.1044/sasd11.2.23
SIG 13 Perspectives on Swallowing and Swallowing Disorders (Dysphagia), June 2002, Vol. 11, 23-26. doi:10.1044/sasd11.2.23
As the editor of this column and as an assistant professor at Northeastern University, I have ongoing interactions with students that focus on how to critically read and discuss research-based journal articles. Solid foundations in research design and statistical analysis are helpful in critically evaluating research. Journal group discussions, profession-recommended practice guidelines, and other avenues, like this column, provide additional opportunities for individuals to learn to identify methodological strengths and limitations of published research and to “rate the evidence.” These may also lead to alternative interpretations of reported data and to identification of areas needing further investigation.
To date, students attending Arizona State University, Eastern Washington University, Florida State University, George Washington University, Illinois State University, Louisiana State University Health Sciences Center (New Orleans), Louisiana State University Health Sciences Center (Shreveport), Louisiana Tech University, Northeastern University, Northern Arizona University, Southeastern Louisiana University, Southern Illinois University, Teachers College-Columbia University, University of Memphis, and University of New Hampshire have published abstracts in this newsletter column. Please invite all of the graduate students who you teach and/or supervise to consider taking advantage of this opportunity. The abstract guidelines are as follows:
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