Taylor R, Reeves B, Mears R, Keast J, Binns S, Ewings P, Khan K
Department of Public Health and Epidemiology, University of Birmingham, Birmingham, UK.
Med Educ. 2001 Jun;35(6):544-7. doi: 10.1046/j.1365-2923.2001.00916.x.
The aim of this study was to develop and validate a questionnaire to evaluate the effectiveness of evidence-based practice (EBP) teaching.
The 152 questionnaires completed by health care professionals with a range of EBP experience were used in this study. Cronbach's alpha for the knowledge and attitude questions indicated a satisfactory level of internal consistency (i.e. >0.60).
The discriminative validity was evidenced by a statistically significant difference in the knowledge and attitude scores of 'novices' (i.e. little or no prior EBP education) compared with 'experts' (i.e. health care professionals and academics currently teaching EBP). Moderate to good (> or =0.4) sensitivity index scores were observed for both knowledge and attitude scores as the result of comparing individuals before and after an EBP intervention.
The results of this validation study indicate that the developed questionnaire is a satisfactory tool with which to evaluate the effectiveness of EBP teaching interventions.
本研究的目的是开发并验证一份用于评估循证实践（EBP）教学效果的问卷。
本研究使用了由具有不同EBP经验的医疗保健专业人员填写的152份问卷。知识和态度问题的克朗巴哈系数表明内部一致性水平令人满意（即>0.60）。
“新手”（即很少或没有接受过EBP教育）与“专家”（即目前正在教授EBP的医疗保健专业人员和学者）在知识和态度得分上存在统计学显著差异，证明了区分效度。在EBP干预前后对个体进行比较的结果显示，知识和态度得分的敏感性指数得分中等至良好（≥0.4）。
这项验证研究的结果表明，所开发的问卷是评估EBP教学干预效果的一个令人满意的工具。
