Enhancing Research Use through Online Action Research

Egan, Mary; Dubouloz, Claire-Jehanne; Rappolt, Susan; Polatajko, Helene J.; Zweck, Claudia von; King, Judy; Vallerand, Josée; Craik, Janet; Davis, Jane A.; Graham, Ian

doi:10.1177/000841740407100408

Cited by 18 publications

(19 citation statements)

References 12 publications

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“…Claudia von Zweck (1999) advocated EBP and encouraged occupational therapists to take advantage of the services provided to them by the Canadian Association of Occupational Therapists (CAOT), which promotes EBP through continuing education, teleconferences, electronic bulletin boards, and workshops. Furthermore, Canadian therapists have initiated and facilitated multiple web-based, co-operative research initiatives to promote the development and integration of new research (Egan et al, 2004).…”

Section: Canadamentioning

confidence: 99%

Utilization of evidence-based practice by registered occupational therapists

et al. 2005

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Although the use of evidence-based practice (EBP) is presently on the rise, there have been limited studies examining its use by occupational therapists within the US. The purpose of this study was to examine the use of EBP among registered occupational therapists in the occupational therapy intervention planning process. This descriptive study surveyed 500 members of the American Occupational Therapy Association (AOTA), of which 131 participants responded (26%). The results of the study supported the hypothesis that, within the sample studied, a minority of registered occupational therapists in the US utilize EBP in the intervention planning process. Other results included: (1) As level of academic education increased, the view of the importance of research to occupational therapy decreased. (2) As the years of practice increased, the use of research evidence in making clinical decisions decreased. As the occupational therapy profession moves towards utilization of EBP as a professional standard, it is imperative that the profession examines specific strategies to promote the adoption of such practice by its members, including the promotion of competency in evidence utilization, and the valuing of the established clinical reasoning skills of the practitioner while integrating research evidence into intervention planning to support professional practice.

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Section: Canadamentioning

confidence: 99%

Utilization of evidence-based practice by registered occupational therapists

et al. 2005

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“…Six generic problems will be developed by the study investigators to meet the curriculum objectives. The e-PBL will be delivered over a relatively short period (six weeks) as previous research demonstrated a large drop-out rate with 14 weeks [ 72 ]. Sessions will be facilitated and monitored by a faculty member who is familiar with web-based instruction, PBL, and has expertise in outcome measures.…”

Section: Method/designmentioning

confidence: 99%

Defining the effect and mediators of two knowledge translation strategies designed to alter knowledge, intent and clinical utilization of rehabilitation outcome measures: a study protocol [NCT00298727]

et al. 2006

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Background: A substantial number of valid outcome measures have been developed to measure health in adult musculoskeletal and childhood disability. Regrettably, national initiatives have merely resulted in changes in attitude, while utilization remains unacceptably low. This study will compare the effectiveness and mediators of two different knowledge transfer (KT) interventions in terms of their impact on changing knowledge and behavior (utilization and clinical reasoning) related to health outcome measures.

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“…20 Only recently has this same query been addressed in the rehabilitation literature, with similar Þndings suggesting the need for a multimodal intervention approach. [21][22][23][24] Knowledge from this recent literature, merged with the themes gleaned from the focus groups, is guiding the content for the next step, speciÞcally, a multimodal study investigating effectiveness of the strategy in changing clinician behaviors.…”

Section: Lessons For Practicementioning

confidence: 99%