Outcomes of an Evidence-Based, Data Driven-Model Fieldwork Experience for Occupational Therapy Students

Abstract

Over the past decade, there has been an increased emphasis on evidence-based practice (EBP) and the use of outcome measurement in clinical practice, however, the implementation of evidence into practice remains challenging and irregular. During fieldwork, students often experience a disconnect between the emphasis on EBP in the classroom and lack of use in the clinic. Recognizing the need to develop high-quality, evidencebased and data-driven models of practice for student training, we partnered with local fieldwork educators to develop an innovative program that guides students and simultaneously trains fieldwork educators (FWE) in the use of a systematic data driven decision making (DDDM) process to infuse evidence into practice. Using a pre-post quasi-experimental design, we evaluated the impact of this program on students' perceived knowledge and skills in use of EBP and DDDM. A focus group with participating fieldwork educators captured their knowledge and attitudes in the use of EBP and DDDM in their clinical sites. Eleven FWEs and twenty four students participated. Results revealed significant change in students' knowledge and skill in use of EBP and DDDM. FWEs reported the program clarified the role of occupational therapy, enhanced communication, and validated the value of occupational therapy in their clinical site. This program serves as a model for training students to implement evidence and data driven approaches in clinical practice, thus bridging the gap between classroom and clinic.

Promoting Environments that Measure Outcomes: Partnerships for Change

“…This study is described in detail in a separate manuscript (Carroll et al, 2017). Findings showed that students had significant improvements in both their knowledge about using evidence and data in practice (p < .05), and in their skills in using DDDM in practice (p < .05).…”

“…Faculty have active involvement in promoting EBP in traditional and emerging practice settings as well as opportunities to participate in scholarly inquiry projects at the PrEMO © sites. Fieldwork educators recognize the value PrEMO © offers for furthering their own professional development as they become more skillful and systematic with EBP (Carroll et al, 2017). Fieldwork educators also find the DDDM process strengthens their communication with stakeholders about the occupational therapy process (Carroll et al, 2017).…”

“…PrEMO © is unique in that it creates an active partnership whereby educators, clinicians and students work together in the clinical setting to demonstrate EBP in action and to improve the quality of practice in ways that are relevant to the stakeholders at each site. The outcomes of PrEMO © are reported by Carroll et al (2017), and included findings that students demonstrated significant improvement in knowledge and skills in using evidence-based, data-driven principles, and that fieldwork educators valued PrEMO © as an opportunity to advance their professional skills and enhance the occupational therapy services at their site (Carroll et al, 2017).…”

“…A template that specifies each step of DDDM was developed for this purpose (Carroll et al, 2017). While coaching the student during this DDDM implementation, the faculty mentor learns the real world contextual factors that impact practice at the site and the fieldwork educator advances their skills for systematic, evidence-based, data-driven, outcome-oriented practice.…”

“…It has many useful features including its ability to facilitate the identification and measurement of occupation-based outcomes. DDDM is described in detail elsewhere (Carroll, Herge, Johnson, & Schaaf, 2017;Schaaf, 2015;Schaaf & Mailloux, 2015). Briefly, DDDM uses a series of steps to explicate and guide the occupational therapy process.…”