University of Toronto, Department of Physical Therapy, Toronto, Ontario, Canada.
J Eval Clin Pract. 2011 Aug;17(4):786-93. doi: 10.1111/j.1365-2753.2010.01456.x. Epub 2010 Oct 12.
RATIONALE, AIMS AND OBJECTIVES: Understanding how to structure educational interventions and resources to facilitate physical therapists' application of the research literature is required. The objective of this study was to explore physical therapists' preferences for strategies to facilitate their access to, evaluation and implementation of the stroke research literature in clinical practice.
In-depth, qualitative telephone interviews were conducted with 23 physical therapists who treat people with stroke in Ontario, Canada and who had participated in a previous survey on evidence-based practice. Data were analysed using a constant comparative approach to identify emergent themes.
Participants preferred online access to research summaries or systematic reviews to save time to filter and critique research articles. To enable access in the workplace, an acceptable computer-to-staff ratio, permission to access web sites and protected work time were suggested. Participants considered personal digital assistants as excellent tools for quick access to online resources but were unsure of their advantage over a desktop computer. Therapists favoured use of non-technical language, glossaries of research terms and quality ratings of studies to ease understanding and appraisal. Teleconferencing or videoconferencing overcame geographical but not scheduling barriers to accessing education. To achieve behaviour change in clinical practice, therapists preferred multiple interactive, face-to-face education sessions in a group format, with opportunities for case-based learning and practice of new skills.
Physical therapists prefer technology-assisted access to resources and education and favour attending multiple interactive, expert-facilitated education sessions incorporating opportunities for case-based learning and practice of new skills to change behaviour related to evidence-based practice.
背景、目的和目标：了解如何构建教育干预措施和资源，以促进物理治疗师应用研究文献，这是非常必要的。本研究的目的是探讨物理治疗师在临床实践中获取、评估和实施中风研究文献的偏好策略。
对 23 名在加拿大安大略省治疗中风患者的物理治疗师进行了深入的电话访谈，这些治疗师曾参与过一项关于循证实践的先前调查。使用恒定比较方法对数据进行分析，以确定出现的主题。
参与者更喜欢在线访问研究摘要或系统评价，以节省时间来筛选和评估研究文章。为了在工作场所中能够访问，建议接受适当的计算机与员工比例、访问网站的许可和受保护的工作时间。参与者认为个人数字助理是快速访问在线资源的极好工具，但不确定其相对于台式计算机的优势。治疗师倾向于使用非技术语言、研究术语词汇表和研究质量评级来减轻理解和评估的难度。电话会议或视频会议虽然可以克服地理位置的障碍，但不能克服访问教育的时间障碍。为了在临床实践中实现行为改变，治疗师更喜欢以小组形式进行多次互动、面对面的教育课程，有机会进行基于案例的学习和新技能的实践。
物理治疗师更喜欢使用技术辅助获取资源和教育，并倾向于参加多次互动、由专家主持的教育课程，其中包括基于案例的学习和新技能的实践机会，以改变与循证实践相关的行为。
