Preparing entry-level practitioners for evidence-based practice

Abstract

The authors report on a collaborative instructional method used to prepare entry-level practitioners with strategies for systematically employing an evidence-based practice process as an approach to clinical inquiry, while acknowledging the students' shortage of clinical experience and knowledge of critical appraisal. Challenges to evidence-based practice can be categorized as difficulties in obtaining evidence, analyzing evidence, and transferring evidence into practice decisions. For student occupational therapists, additional challenges are encountered as they seek to fill gaps in their knowledge about client-centred occupational therapy (OT) practice, acquire necessary background information regarding clinical conditions, and formulate a clinical question. Students need to develop literature search skills and learn effective strategies to locate appropriate information to answer the clinical question. This paper will encourage OT faculty to begin a dialogue with librarian colleagues at their institution to develop an evidence-based approach to the teaching of both the clinical inquiry and the literature search process.

Assessment of knowledge and skills in information literacy instruction for rehabilitation sciences students: a scoping review

“…Thirty-seven measures of performance in 34 studies were collated into the following categories: course products (n=24); non-IL standardized tests, defined as tests developed for EBP contexts (n= 6, using 4 tests and 1 rubric); IL standardized tests, defined as tests developed for IL contexts (n=2, using the research readiness self-assessment [RRSA] [ 73 ]); and locally developed tests (n=5). The course products varied widely; for example, there were 7 searching assignments, where the search strategy was the main focus; 5 case-based inquiry [ 86 ] assignments, where students applied the 5 EBP steps to a patient scenario; 5 critically appraised topic assignments, where students summarized the evidence on a given topic; and 4 research project assignments. One study adapted the Valid Assessment of Learning in Undergraduate Education (VALUE) rubric to assess an EBP assignment [ 82 ].…”

New graduates’ experience of evidence-based practice: An action research study

“…Without experience, graduates do not have the cognitive schema (that is, patterns of information stored in long-term memory) to enable them to quickly know what the best approach is in particular circumstances (Tryssenaar and Perkins, 2001). While new graduates have some experience from student placements, they still need to adjust to the specifics of a new working environment before connections between theory and practice can be made (Robertson, 2012; Ryan and Hills, 2012; Villeneuve and Maranda, 2005). Typically, new graduates rely on senior therapists’ past experience and knowledge to assist with clinical decision-making and to provide reliable procedural knowledge (Bondoc and Burkhardt, 2004).…”

A multi‐professional evidence‐based practice course improved allied health students' confidence and knowledge

“…Evidence-based practice requires specific knowledge and skills in areas such as searching the literature efficiently and critically appraising research evidence, but it also relies upon clinical experience. For new graduates and students, the challenges of evidence-based practice are compounded by their lack of clinical practice which restricts the extent to which they can use experience as a basis for clinical reasoning [13]. It is therefore important that universities are cognizant of the most effective approach to teaching students the knowledge and skills required for evidence-based practice, so that upon commencing clinical practice they can confidently incorporate research evidence into their clinical decision making [7].…”