Evidence-based practice instruction by faculty members and librarians in North American optometry and ophthalmology programs

Macdonald, K.; Hrynchak, Patricia K.; Spafford, Marlee M.

doi:10.3163/1536-5050.102.3.013

Cited by 14 publications

(14 citation statements)

References 49 publications

(80 reference statements)

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“…The importance of integrating evidence‐based practice into the optometric curriculum is mounting . Future efforts in eye‐care should be dedicated toward making additional testing more accessible, patient education materials and increased transparency and accessibility to quality evidence‐based materials for the clinician.…”

Section: Discussionmentioning

confidence: 99%

Self‐reported optometric practise patterns in age‐related macular degeneration

Nivison‐Smith

Zangerl

et al. 2017

Clinical and Experimental Optometry

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These results highlight the emergence of multimodal and advanced imaging (especially optical coherence tomography) in the assessment of age-related macular degeneration by optometrists. Clinically significant variations in self-rated test competency and the understanding regarding nutritional supplements for different stages of age-related macular degeneration suggest that further work to up-skill optometrists may be required.

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Section: Discussionmentioning

confidence: 99%

Self‐reported optometric practise patterns in age‐related macular degeneration

Nivison‐Smith

Zangerl

et al. 2017

Clinical and Experimental Optometry

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“…9 In this context, there is growing interest among health sciences educators to employ alternative delivery formats such as online learning. 10 Researchers have called for more online learning to overcome barriers in the instruction of evidence-based practice.…”

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confidence: 99%

An Interactive Online Approach to Teaching Evidence‐Based Dentistry with Web 2.0 Technology

Zheng¹,

Bender²,

Reid³

et al. 2017

Journal of Dental Education

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At many dental schools, evidence-based dentistry (EBD) is taught in a traditional lecture format. To avoid the constraints of lectures, in 2012 the EBD unit was redesigned for online delivery at the Arthur A. Dugoni School of Dentistry at the University of the Pacific with a Web 2.0 tool called Voicethread. The aim of this study was to assess the impact of Voicethread-based online learning on students' perceptions of learning EBD, their participation and engagement, and their acceptance of this new online delivery approach. Students' perceptions were collected from two sources: a self-assessment quiz and a question on their self-reported preparedness in EBD from the 2014 American Dental Education Association (ADEA) Survey of Dental School Seniors. The Voicethread analytics tool provided data on students' participation and engagement. Students' responses to the survey questions on the self-assessment quiz provided data on their acceptance of Voicethread-based learning. The average score of the 124 students (91% of total) taking the quiz was 7.3 out of 8. The percentage of students who reported in the 2014 ADEA survey that they were "well prepared" in EBD was 45.2%, compared with the national average of 31.2%. Responses to this question for the Classes of 2013 and 2015, who received instruction in the traditional lecture format, were 35.2% and 34.6%, respectively. With Voicethread, students actively participated and interacted with their peers through questions and answers. They perceived Voicethread to be more effective than other delivery approaches and reported that it made learning more active and engaging. These findings suggest that Voicethread may be an effective tool for students to learn EBD since it adds interactivity to online learning.

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“…The survey questions were developed partly based on the author’s own experience teaching EBP to nurses as well as a review of the literature about EBP competencies for nurses [ 5 , 6 ] and the experience of health sciences librarians in teaching EBP to nurses and other health care professionals [ 8 , 10 , 13 , 19 , 20 ]. A face validity review of the survey instrument was conducted with the assistance of another health sciences librarian who also teaches EBP prior to the survey being sent to the MLA member list.…”

Section: Methodsmentioning

confidence: 99%

Librarians collaborating to teach evidence-based practice: exploring partnerships with professional organizations

Dhakal

2018

jmla

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ObjectiveThe study sought to determine if librarians are collaborating with nurses and professional nursing organizations to teach evidence-based practice (EBP) continuing education courses, workshop, classes, or other training activities.MethodsA 15-question survey was sent to 1,845 members of the Medical Library Association through email.ResultsThe survey was completed by 201 consenting respondents. Some respondents (37) reported having experience teaching continuing education in collaboration with professional health care organizations and 8 respondents, more specifically, reported having experience teaching EBP continuing education courses, workshops, classes, or other training activities in collaboration with professional nursing organizations.ConclusionsThe survey results demonstrate that librarians are teaching continuing education classes or workshops in collaboration with professional health care organizations and reveal that there are a small number of librarians collaborating with professional nursing organizations to teach EBP continuing education courses, workshops, classes, or other training activities.

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Evidence-based practice instruction by faculty members and librarians in North American optometry and ophthalmology programs

Cited by 14 publications

References 49 publications

Self‐reported optometric practise patterns in age‐related macular degeneration

Self‐reported optometric practise patterns in age‐related macular degeneration

An Interactive Online Approach to Teaching Evidence‐Based Dentistry with Web 2.0 Technology

Librarians collaborating to teach evidence-based practice: exploring partnerships with professional organizations

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