Evidence-based practice: a review of theoretical assumptions and effectiveness of teaching and assessment interventions in health professions

Thomas, Aliki; Saroyan, Alenoush; Dauphinee, W. Dale

doi:10.1007/s10459-010-9251-6

Cited by 97 publications

(121 citation statements)

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“…This polarization could be explained by the short duration of and amount of exposure to the intervention and by the limited follow-up period, which might have prevented the students from observing more significant results. [31][32][33] According to Potter and colleagues 27 as well as Bousfield and Hutchison, 34 the quality and quantity of contact with patients positively influenced students' attitudes. Following this idea, lengthier interventions-interacting with more patients, with different conditions-could be a possible solution to polarized attitudes.…”

Section: After Attending the Educational And Practical Modulesmentioning

confidence: 99%

Future Rehabilitation Professionals' Intentions to Use Self-Management Support: Helping Students to Help Patients

Figueiredo

Mayo

Thomas

2017

Physiotherapy Canada

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Purpose: We evaluated whether education in self-management support (SMS) increases future clinicians' intentions to use a new way of delivering rehabilitation services. Methods: A convenience sample of 10 students took a 5-week theoretical course, followed by 6 weeks spent assessing patients, establishing treatment plans, and monitoring their performance by telephone. Focus groups were held before and after the educational modules, with deductive mapping of themes to the Theory of Planned Behaviour and inductive analysis of additional themes. Results: Five themes and 22 subcategories emerged from the deductive-inductive focus group content analysis. After participating in the educational modules, students reported gaining knowledge about SMS and highlighted the lack of similar preparation during their academic courses. Nonetheless, they were hesitant to adopt SMS. Conclusion: Future clinicians gained knowledge and skills after being exposed to SMS courses, but their intention to adopt SMS in their future daily practice remained low. We also noted a lack of formal training in SMS in the academic setting. The findings from this study support incorporating SMS training into the curriculum, but to increase students' intention to use SMS as part of patient care, training may need to be in more depth than it was in the modules we used.Key Words: education; occupational therapists; self-care; students. RÉ SUMÉObjectif : nous avons é valué si la formation en soutien à l'autogestion (SAG) augmente l'intention des futurs cliniciens d'utiliser une nouvelle maniè re de prodiguer des services de ré adaptation. Mé thode : un é chantillon de commodité de 10 é tudiants ont suivi un cours thé orique de 5 semaines, suivi d'un volet pratique de 6 semaines au cours duquel ils ont é valué des patients, dé terminé leur plan de traitement et fait un suivi de leur progression par té lé phone. Les groupes de discussion ont mené s avant et aprè s les modules é ducatifs, avec une sché matisation dé ductive de thè mes basé e sur la thé orie du comportement planifié et une analyse inductive de thè mes additionnels. Ré sultats : cinq thè mes et 22 sous-caté gories ont é mergé de l'analyse du contenu des discussions. Aprè s avoir participé aux modules é ducatifs, les é tudiants ont indiqué avoir acquis des connaissances relatives au SAG et ont souligné l'absence de pré paration similaire dans leurs cours universitaires. Né anmoins, ils é taient hé sitants à adopter le SAG. Conclusion : les futurs cliniciens ont acquis des connaissances et des compé tences aprè s avoir suivi les cours sur le SAG. Cependant, leur intention d'adopter le SAG dans leur pratique quotidienne future reste faible. Nous avons aussi constaté une absence de formation en SAG dans le milieu universitaire. Les conclusions de cette é tude justifient l'inté gration au curriculum d'une formation en SAG. Afin d'augmenter l'intention des é tudiants d'adopter le SAG, il y aurait cependant peut-ê tre lieu d'approfondir la formation par rapport aux modules que nous avons ut...

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Section: After Attending the Educational And Practical Modulesmentioning

confidence: 99%

Future Rehabilitation Professionals' Intentions to Use Self-Management Support: Helping Students to Help Patients

Figueiredo

Mayo

Thomas

2017

Physiotherapy Canada

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“…Thomas, Saroyan, and Dauphinee (2011) proposed a set of principles to guide best practice for teaching EBP:…”

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confidence: 99%

“…Developing graduates who are well prepared to contribute to a learning society requires teaching practices based on social constructivist approaches to learning that focus on process rather than content Rolloff, 2010;Thomas et al, 2011). This process engages the learner in the active construction of knowledge driven by resolving cognitive conflicts between existing and new understandings (Palincsar, 1998).…”

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confidence: 99%

Using PeerWise to develop a contributing student pedagogy for postgraduate psychology

McKenzie

Roodenburg

2016

AJET

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The importance of the role of peer and self-assessment in developing formative and sustainable assessment practice in higher education is increasingly becoming evident. PeerWise is an online software tool that engages students in contributing to their own and others' learning by authoring, answering and providing feedback on multiple choice questions. Using a mixed methods approach, 20 students responded to discussion questions and an online survey about their perceptions of using PeerWise compared to online quizzes as part of the blended delivery of a postgraduate psychology unit. Students considered both authoring and answering questions in PeerWise to equally benefit their learning. Answering questions in PeerWise was perceived to be more helpful for learning than questions on a Moodle quiz. This advantage was evident across more complex cognitive skills, understanding, applying, evaluating and creating information, although only significant for facilitating understanding. PeerWise and online quizzes were seen to be equally helpful in facilitating recall. Despite the perceived benefits of PeerWise, students preferred quiz questions to be set by an expert if used as recognition of progress. Introducing PeerWise was effective in promoting engagement with peers; however, refinements to the model should focus on increasing student confidence in their own and peers' capabilities.

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“…The data concur with other available studies showing that teaching programs can change the behavior of EBP implementation. 3,28 The respondent RTs use a wide variety of approaches to look for professional information. We found that Web portals were the most popular resource, possibly because access to Web portals is instantaneous.…”

Section: Discussionmentioning

confidence: 99%

“…1,2 The process of EBP mainly involves 4 steps: framing a clear question based on a clinical problem; finding relevant evidence in the literature; critically appraising the validity of the research; and applying the findings to clinical decision-making. 3 Respiratory care is increasingly utilized, with the associated respiratory therapists (RTs) playing an important role in supporting related clinical services. [4][5][6][7] EBP has been proposed as a useful means to improve healthcare outcomes for RTs.…”

Section: Introductionmentioning

confidence: 99%

Profile of Evidence-Based Practice Among Respiratory Therapists in Taiwan

et al. 2013

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BACKGROUND: Evidence-based practice (EBP) has been proposed as a core competence to improve healthcare quality. The profile of EBP among respiratory therapists (RTs) has not been explored. We investigated how RTs in Taiwan perceive the implementation of EBP. METHODS: We surveyed RTs in Taiwan's regional hospitals during a 4-month period in 2011. RESULTS: A majority of RTs were aware of EBP (88.0%). Although most RTs held a favorable impression of EBP, their knowledge of and skill in EBP implementation were deficient. Only half of the RTs had implemented EBP. Insufficient convenient kits (59.1%), deficient designated personnel (50.0%), and lack of time (45.5%) were major barriers to implementing EBP. RTs rated MEDLINE as the most commonly used evidence-based retrieval database, followed by UpToDate, IntroductionEvidence-based practice (EBP) means clinical practice that is consistent with the current best evidence. EBP integrates clinical epidemiology, biostatistics, research methods, and informatics into healthcare. 1,2 The process of EBP mainly involves 4 steps: framing a clear question based on a clinical problem; finding relevant evidence in the literature; critically appraising the validity of the research; and applying the findings to clinical decision-making. 3 Respiratory care is increasingly utilized, with the associated respiratory therapists (RTs) playing an important role in supporting related clinical services. [4][5][6][7] proposed as a useful means to improve healthcare outcomes for RTs. [8][9][10][11] Therefore it is essential to assess how RTs implement EBP in clinical decision-making. A number of studies have illustrated that, although a majority of medical, nursing, pharmacologic, and allied health professions hold positive attitudes toward EBP, their knowledge and skill pertaining to EBP implementation are relatively insufficient. 12-18 Whether or not RTs practice with evidence, and, if so, how, has been unclear. 19 RTs have to deal with a broad range of medical problems in clinical practice. 20 RTs play an important role in the prevention and management of respiratory diseases. 21 Timely acquired relevant information is important for their clinical practice. Access to evidence-based information can help facilitate effective management. Therefore, how to obtain current evidence-based knowledge is a critical skill. Nevertheless, only a few studies surveyed the behavior of RTs in searching for evidence-based information.We surveyed RTs in Taiwan regarding their awareness of EBP related to beliefs, attitudes, knowledge, skills, and implementation. MethodsThe ethical review board of the Taiwan National Health Research Institutes approved the study protocol. The survey was accompanied by an introductory letter stating the purpose of this study and promising confidentiality. Return of the completed questionnaire was considered consent for participation.

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Evidence-based practice: a review of theoretical assumptions and effectiveness of teaching and assessment interventions in health professions

Cited by 97 publications

References 76 publications

Future Rehabilitation Professionals' Intentions to Use Self-Management Support: Helping Students to Help Patients

Future Rehabilitation Professionals' Intentions to Use Self-Management Support: Helping Students to Help Patients

Using PeerWise to develop a contributing student pedagogy for postgraduate psychology

Profile of Evidence-Based Practice Among Respiratory Therapists in Taiwan

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