Reynolds Stacey
Stacey Reynolds, PhD, OTR/L, is Assistant Professor, Department of Occupational Therapy, Virginia Commonwealth University, Richmond, Virginia.
Occup Ther Health Care. 2010 Jan;24(1):56-67. doi: 10.3109/07380570903304217.
ABSTRACT The Centennial Vision of the American Occupational Therapy Association (AOTA) projects that by 2017 all occupational therapy (OT) practice areas will be supported by evidence. Achieving this goal requires preparing clinicians with the skills to assimilate, analyze, and apply research to their areas of practice and communicate the value of OT services to consumers and payers. These skills are at the heart of evidence-based practice (EBP). Educators must be prepared to teach EBP skills in both entry-level and postprofessional programs. This article outlines how EBP can be taught to postprofessional occupational therapy clinical doctoral students using a distance education format. Key features of a successful EBP course include having access to full-text electronic articles, opportunities for students to explore the literature in their own areas of interest, consistent and timely feedback on written work and discussion topics, and opportunities to collaborate with peers.
摘要 美国职业治疗协会（AOTA）的百年愿景预计，到2017年，所有职业治疗（OT）实践领域都将有证据支持。要实现这一目标，需要培养临床医生具备吸收、分析和将研究应用于其实践领域的技能，并向消费者和支付方传达职业治疗服务的价值。这些技能是循证实践（EBP）的核心。教育工作者必须准备好在入门级和专业后课程中教授循证实践技能。本文概述了如何使用远程教育形式向职业治疗临床博士生教授循证实践。成功的循证实践课程的关键特征包括能够获取全文电子文章、学生有机会探索自己感兴趣领域的文献、对书面作业和讨论主题给予一致且及时的反馈，以及与同行合作的机会。
