Knowledge and beliefs concerning evidence-based practice amongst complementary and alternative medicine health care practitioners and allied health care professionals: A questionnaire survey

Hadley, Julie; Hassan, Ismail; Khan, Khalid S.

doi:10.1186/1472-6882-8-45

Cited by 47 publications

(50 citation statements)

References 10 publications

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“…[15][16][17][18] A review of the literature also finds support and uptake of EBP among nurses, 19 physiotherapists, 20 and other allied healthcare professionals. [21][22][23] (Table 4). To date, only a handful of studies have examined the skills, attitudes, training and use of EBP by chiropractors ( Table 5).…”

Section: Discussionmentioning

confidence: 98%

See 1 more Smart Citation

Chiropractic Attitudes and Utilization of Evidence-Based Practice: The Use of the EBASE Questionnaire

Alcantara¹,

Leach

2015

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Section: Discussionmentioning

confidence: 98%

“…Lack of available evidence, time, industry support, and skills was perceived as barriers to EBP uptake. Hadley et al 23 To assess the learning needs, allied healthcare professionals, and CAM practitioners…”

Section: Discussionmentioning

confidence: 99%

Chiropractic Attitudes and Utilization of Evidence-Based Practice: The Use of the EBASE Questionnaire

Alcantara¹,

Leach

2015

EXPLORE

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“…The questionnaire also included questions about the participants' confidence in assessing research methodology and items relating to their beliefs about evidence-based practice. [7] Content validity of the questionnaire was achieved by asking experts (n=5) who have published in and taught evidence-based practice to complete the questionnaire. Their feedback suggested the removal of all questions relating to qualified practitioners, as the questionnaire was to be completed by undergraduate students.…”

Section: Data Collectionmentioning

confidence: 99%

“…[7] The original questionnaire was developed to measure the basic knowledge of, skills in and beliefs about the main principles of evidence-based practice among allied healthcare professionals and complementary and alternative medicine healthcare practitioners. The questions were related to the participants' Research self-assessment of their literature-searching behaviour and self-perceived knowledge of their own critical appraisal skills and beliefs.…”

Section: Data Collectionmentioning

confidence: 99%

Self-assessment of final-year undergraduate physiotherapy students’ literature-searching behaviour, self-perceived knowledge of their own critical appraisal skills and evidence-based practice beliefs

Hess

Frantz

2016

AJHPE

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Background. Health professionals and new graduates alike are expected to be efficient in applying evidence-based practice. Research and evidencebased practice skills are taught in the research modules at university, but it is not clear whether students translate those skills into clinical practice. Objective. To determine the self-assessment literature-searching behaviour, self-perceived knowledge of critical appraisal skills and evidence-based practice beliefs of final-year undergraduate physiotherapy students at a university in South Africa. Methods. This study used a quantitative approach, with a small qualitative component. A convenience sample of the final-year undergraduate physiotherapy students (N=36) registered for the 2012 academic year was approached to participate in the study. Data were collected using an existing questionnaire. Results. The study yielded a 75% response rate. With regard to literature-searching skills, 30% searched for literature more than once a week, 52% searched only for specific information and most had access to literature. Students received their information from journal articles (85%), the internet and databases. They were slightly confident when it came to literature appraisal and believed that evidence-based practice was essential to their practice (96%), but expressed a need for more training (59%). Their understanding of the evidence-based practice concept was limited because they based their treatment choices on content and other role-models, and related their choices to their previous patient experiences. Conclusion. Students believed that evidence-based practice was vital, yet their understanding of the concept was restricted when compared with the literature and they expressed a need for further training.

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“…There have been numerous calls for CAM providers to become more evidence-based, [34][35][36][37][38][39] and the general consensus is that education and training are needed to improve research literacy and enhance EBP within the CAM professions. 35,[38][39][40] Increasing the ability of CAM faculty to teach research literacy and model EBP in clinical training through faculty development initiatives is crucial to meeting these needs.…”

Section: Discussionmentioning

confidence: 99%

Faculty Development Initiatives to Advance Research Literacy and Evidence-Based Practice at CAM Academic Institutions

Long

Ackerman

Hammerschlag

et al. 2014

The Journal of Alternative and Complementary Medicine

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Objectives: To present the varied approaches of 9 complementary and alternative medicine (CAM) institutions (all grantees of the National Center for Complementary and Alternative Medicine) used to develop faculty expertise in research literacy and evidence-based practice (EBP) in order to integrate these concepts into CAM curricula. Design: A survey to elicit information on the faculty development initiatives was administered via e-mail to the 9 program directors. All 9 completed the survey, and 8 grantees provided narrative summaries of faculty training outcomes. Results: The grantees found the following strategies for implementing their programs most useful: assess needs, develop and adopt research literacy and EBP competencies, target early adopters and change leaders, employ best practices in teaching and education, provide meaningful incentives, capitalize on resources provided by grant partners, provide external training opportunities, and garner support from institutional leadership. Instructional approaches varied considerably across grantees. The most common were workshops, online resources, in-person short courses, and in-depth seminar series developed by the grantees. Many also sent faculty to intensive multiday extramural training programs. Program evaluation included measuring participation rates and satisfaction and the integration of research literacy and EBP learning objectives throughout the academic curricula. Most grantees measured longitudinal changes in beliefs, attitudes, opinions, and competencies with repeated faculty surveys. Conclusions: A common need across all 9 CAM grantee institutions was foundational training for faculty in research literacy and EBP. Therefore, each grantee institution developed and implemented a faculty development program. In developing the framework for their programs, grantees used strategies that were viewed critical for success, including making them multifaceted and unique to their specific institutional needs. These strategies, in conjunction with the grantees' instructional approaches, can be of practical use in other CAM and non-CAM academic environments considering the introduction of research literacy and EBP competencies into their curricula.

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Knowledge and beliefs concerning evidence-based practice amongst complementary and alternative medicine health care practitioners and allied health care professionals: A questionnaire survey

Abstract: Background: Evidence-based practice (EBP) has become an important competency in many allied and complementary and alternative medicine (CAM) health care practitioners' professional standards of proficiency.

Cited by 47 publications

References 10 publications

Chiropractic Attitudes and Utilization of Evidence-Based Practice: The Use of the EBASE Questionnaire

Chiropractic Attitudes and Utilization of Evidence-Based Practice: The Use of the EBASE Questionnaire

Self-assessment of final-year undergraduate physiotherapy students’ literature-searching behaviour, self-perceived knowledge of their own critical appraisal skills and evidence-based practice beliefs

Faculty Development Initiatives to Advance Research Literacy and Evidence-Based Practice at CAM Academic Institutions

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