2015
DOI: 10.5014/ajot.2015.018416
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Impact of a Curricular Change on Perceived Knowledge, Skills, and Use of Evidence in Occupational Therapy Practice: A Cohort Study

Abstract: Emphasis on experiential learning in school with reinforcement of skills in clinical learning environments is not sufficient to change graduates' use of evidence. Although the curriculum revision improved perceived knowledge/skill, our study suggests systems or other factors may influence use after graduation.

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Cited by 6 publications
(10 citation statements)
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“…This is especially important because Benevides et al (2015) conclude that although curricula may improve knowledge and skills for EBP, there may be other factors that influence the use of EBP after graduation. In their study, Benevides et al (2015) compared two cohorts of recent graduates who had been exposed to different EBP courses.…”
Section: Resultsmentioning
confidence: 99%
See 2 more Smart Citations
“…This is especially important because Benevides et al (2015) conclude that although curricula may improve knowledge and skills for EBP, there may be other factors that influence the use of EBP after graduation. In their study, Benevides et al (2015) compared two cohorts of recent graduates who had been exposed to different EBP courses.…”
Section: Resultsmentioning
confidence: 99%
“…This is especially important because Benevides et al (2015) conclude that although curricula may improve knowledge and skills for EBP, there may be other factors that influence the use of EBP after graduation. In their study, Benevides et al (2015) compared two cohorts of recent graduates who had been exposed to different EBP courses. The theoretical framework underpinning their curriculum revision was Rogers' (2010) Diffusion of Innovations theory that explains how an innovation (in this case EBP) is communicated among members of a social system over time.…”
Section: Resultsmentioning
confidence: 99%
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“…Esto debes ser visto como una oportunidad, puesto al igual que en experiencias internacionales, se expresa la necesidad de incorporar la investigación y la ciencia de forma más contundente en la Terapia ocupacional. Se recomienda reforzar la formación de pregrado de Terapia ocupacional, vinculando los cursos de investigación con los intereses disciplinares y no sólo con el aprendizaje de metodologías de investigación de forma aislada (Benevides, Vause-Earland, & Walsh, 2015). En ese sentido se hace interesante que los Terapeutas ocupacionales con conocimiento o interés en investigación científica puedan hacerse parte de los cursos de formación de pregrado vinculados a metodología e investigación, no sólo como sujetos aislados que realizan una recomendación temática específica.…”
Section: Discussionunclassified
“…In this issue of AJOT are articles that address pedagogy and instructional design topics including the effects of specific curricular changes (Benevides, Vause-Earland, & Walsh, 2015;Schwartz & Smith, 2015), the use of simulation and standardized patients Baird, Raina, Rogers, O'Donnell, Terhorst, & Holm, 2015;Cahill, 2015) and tests (Avi-Itzhak, 2015), and the use of online synchronous learning (Aldrich & Johansson, 2015) as well as the production of data documenting educational outcomes that are inclusive of both student learner and educator (classroom, standardized patient, fieldwork) perspectives (Chapleau & Harrison, 2015;Evenson, Roberts, Kaldenberg, Barnes, & Ozelie, 2015;Grenier, 2015). That educational issues are addressed from academic, student, and fieldwork points of view further validates the pervasive commitment that is being made to further understanding of how occupational therapists are educated.…”
mentioning
confidence: 99%