Research-based education in undergraduate occupational therapy and physiotherapy education programmes: a scoping review

Abstract

Background In a research-based learning environment, students learn how to become critical thinkers and lifelong learners, and to generate discipline-enriching knowledge. Research training is important for all healthcare professionals and the integration of research in education can be one approach to improve evidence-based practice among future professionals. The purpose of this scoping review was to identify studies reporting on research-based education in undergraduate occupational therapy and physiotherapy curricula to document the current state of knowledge and to map factors that reflect and support the implementation of research-based education in undergraduate occupational therapy and physiotherapy programmes. Methods A scoping review was used to systematically select and summarize existing literature. The search was conducted using a combination of keywords and MeSH terms in the following databases: EBSCO (Academic Search Elite, CINAHL, ERIC), MEDLINE, Embase, Education Source and grey literature. A thematic analysis identified strategies used to implement and promote research-based education in occupational therapy and physiotherapy bachelor programmes. Results The database search identified 3068 records. 75 were eligible for full-text assessment and 27 studies were included. The studies were published between 1999 and 2021 and were conducted in Norway, Canada, South Africa, Australia, the United Kingdom, the United States, New Zealand, Ireland, Taiwan, Italy, and Iran. The study designs were mainly quantitative and qualitative, and studies included primarily occupational therapy and physiotherapy students. We identified the following four strategies: ‘student engagement in research’, ‘curriculum improvement regarding EBP’, ‘EBP teaching’ and ‘journal club’, where ‘EBP teaching’ was most frequently identified. Conclusions Findings from this scoping review suggest that ensuring students’ competence in research methods is necessary for students to be able to read and understand research articles, which are important as foundational skills in undergraduate research training. Journal clubs can be a foundation for student engagement with research literature, and students’ basic research skills may be facilitated through their involvement in research projects and by conducting systematic reviews. Further, cooperation with clinical practice is important, and the awareness of research-based education should be increased among both faculty members and students.

Metrology in sEMG and movement analysis: the need for training new figures in clinical rehabilitation

“…The proposed way is through teaching and training a new generation of PTs, OTs, and clinical research professionals. This implies a new generation of faculty members, as concluded by Helgøy et al who recently indicated that “… research-based education should be increased among both faculty members and students ” ( 25 ). Similar conclusions had been reached by Pearce et al ( 26 ) who analyzed “Train-the-Trainers” courses for MDs and health professionals.…”

Implementation, Outcomes, and Effectiveness of Research-Based Learning: A Systematic Literature Review

“…What happens a lot is trying to carry out learning using research methods, as done by Al-Maktoumi et al In addition, studies on the development of RBL to find a suitable formula related to implementation in learning have also been carried out, such as research from Worapun (2021) to produce management learning based on RBL principles; Usmeldi (2017) The integration of RBL in learning has also been carried out by several researchers. Like Nuchwana (2012), McGill et al (2012, Brennan et al (2019), Rattanaprom (2019), Behrmann (2019), Westwell and Ingle (2020), Helgøy et al (2022), Marín (2021), Marín (2020), Kırıcı and Bakırcı (2021), Espinoza-Figueroa et al (2021). The integration of RBL almost resembles the results of RBL research as a method.…”

Scientific approach, attitudes, and perspectives on research among Swedish physiotherapy students—a cross-sectional study

“…Even if a continuous update and further development/training of knowledge during upcoming clinical practice are needed for optimal clinical application, the undergraduate program should provide a strong foundation for the conditions for taking in and interpreting research results and hence the scientific approach. As a scoping review concluded, students’ knowledge and understanding of scientific methodology are fundamental requirements for the ability to read and interpret scientific articles, which is also an important skill for clinical education [ 26 ]. The studies included in the scoping review highlight the importance of including scientific perspectives in undergraduate programs and developing students’ skills and competence.…”