Development and validation of a questionnaire to evaluate the effectiveness of evidence-based practice teaching

Taylor, Rod S; Reeves, Barnaby C; Mears, Rebecca; Keast, John; Binns, S. H.; Ewings, Paul; Khan, Khalid S.

doi:10.1046/j.1365-2923.2001.00916.x

Cited by 76 publications

(75 citation statements)

References 4 publications

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“…Our results are consistent with those of the Fresno test of competence in EBM and with the Swiss cross-sectional study conducted among medical researchers by Perneger et al [9,14]. Furthermore, using a questionnaire assessing the effectiveness of evidence-based practice teaching, Taylor et al [21] showed that significant differences in the knowledge and attitude scores of novices compared to experts confirmed its discriminatory validity. We did not analyze skills in EBM as examined by the Fresno test [14] or the Berlin questionnaire [22].…”

Section: Discussionsupporting

confidence: 92%

French academic physicians had a poor knowledge of terms used in clinical epidemiology

Estellat

Faisy

Colombet

et al. 2006

Journal of Clinical Epidemiology

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Section: Discussionsupporting

confidence: 92%

French academic physicians had a poor knowledge of terms used in clinical epidemiology

Estellat

Faisy

Colombet

et al. 2006

Journal of Clinical Epidemiology

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“…24 Eigenvalues of !1 and factor loading scores !0.4 were used to select those factors that explained the most total variance. [23][24][25][26][27] Factor loading scores greater than 0.4 demonstrate a strong relationship within the factor. The Kaiser-Meyer-Olkin measure was used to determine if the sample was adequate for factor analysis.…”

Section: Instrumentationmentioning

confidence: 99%

Use of Evidence-Based Practice Among Athletic Training Educators, Clinicians, and Students, Part 1: Perceived Importance, Knowledge, and Confidence

Hankemeier

Walter

McCarty

et al. 2013

Journal of Athletic Training

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Context: Although evidence-based practice (EBP) has become more prevalent, athletic trainers' perceptions of importance and knowledge of these concepts and their confidence in EBP are largely unknown.Objective: To assess perceived importance and knowledge of and confidence in EBP concepts in athletic trainers in various roles and with different degree levels.Design: Cross-sectional study. Setting: Online survey instrument.Patients or Other Participants: The survey was sent to 6702 athletic training educators, clinicians, and postprofessional students. A total of 1209 completed the survey, for a response rate of 18.04%.Main Outcome Measure(s): Demographic information and perceived importance and knowledge of and confidence in the steps of EBP were obtained. One-way analysis of variance, a Kruskal-Wallis test, and an independent-samples t test were used to determine differences in scores among the demographic variables.Results: Athletic trainers demonstrated low knowledge scores (64.2% 6 1.29%) and mild to moderate confidence (2.71 6 0.55 out of 4.0). They valued EBP as moderately to extremely important (3.49 6 0.41 out of 4.0). Perceived importance scores differed among roles (clinicians unaffiliated with an education program scored lower than postprofessional educators, P ¼ .001) and highest educational degree attained (athletic trainers with terminal degrees scored higher than those with bachelor's or master's degrees, P , .001). Postprofessional athletic training students demonstrated the highest total EBP knowledge scores (4.65 6 0.91), whereas clinicians demonstrated the lowest scores (3.62 6 1.35). Individuals with terminal degrees had higher (P , .001) total knowledge scores (4.31 6 1.24) than those with bachelor's (3.78 6 1.2) or master's degrees (3.76 6 1.35). Postprofessional educators demonstrated greater confidence in knowledge scores (3.36 6 0.40 out of 4.0) than did those in all other athletic training roles (P , .001).Conclusions: Overall knowledge of the basic EBP steps remained low across the various athletic trainers' roles. The higher level of importance indicated that athletic trainers valued EBP, but this value was not reflected in the knowledge of EBP concepts. Individuals with a terminal degree possessed higher knowledge scores than those with other educational preparations; however, EBP knowledge needs to increase across all demographics of the profession.Key Words: athletic training setting, educational preparation, clinical practice Key PointsAthletic trainers valued the concept of evidence-based practice and recognized its importance to the profession. However, their level of knowledge about evidence-based practice and their level of confidence in that knowledge were both low. Evidence-based practice should be taught not only in the educational curricula for athletic training students but also to practicing clinicians.

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“…A recent study by Taylor et al 39 was published after our data collection and analysis. They developed a questionnaire and measured its validity in evaluating the effectiveness of EBHC teaching.…”

Section: Ideal Study Designmentioning

confidence: 99%

Applying Evidence-Based Health Care to Musculoskeletal Patients as an Educational Strategy for Chiropractic Interns (A One-Group Pretest-Posttest Study)

Fernandez

Delaney²

2004

Journal of Manipulative and Physiological Therapeutics

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Development and validation of a questionnaire to evaluate the effectiveness of evidence-based practice teaching

Abstract: The results of this validation study indicate that the developed questionnaire is a satisfactory tool with which to evaluate the effectiveness of EBP teaching interventions.

Cited by 76 publications

References 4 publications

French academic physicians had a poor knowledge of terms used in clinical epidemiology

French academic physicians had a poor knowledge of terms used in clinical epidemiology

Use of Evidence-Based Practice Among Athletic Training Educators, Clinicians, and Students, Part 1: Perceived Importance, Knowledge, and Confidence

Applying Evidence-Based Health Care to Musculoskeletal Patients as an Educational Strategy for Chiropractic Interns (A One-Group Pretest-Posttest Study)

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