Suttle Catherine M, Challinor Kirsten L, Thompson Rachel E, Pesudovs Konrad, Togher Leanne, Chiavaroli Neville, Lee Adrian, Junghans Barbara, Stapleton Fiona, Watt Kathleen, Jalbert Isabelle
*PhD, MCOptom †PhD ‡MBChB, MSc §PhD, FAAO ∥BAppSc(Speech Path), PhD **MPhil, MEd ††BOptom ‡‡OD, MPH, PhD, FAAO School of Optometry and Vision Science, UNSW Australia, Sydney, New South Wales, Australia (CMS, KLC, AL, BJ, FS, KW, IJ); School of Health Sciences, City University, London, United Kingdom (CMS); UNSW Medicine, Sydney, New South Wales, Australia (RET); Optometry and Vision Science, School of Health Sciences, Flinders University, Adelaide, South Australia, Australia (KP); Faculty of Health Sciences, University of Sydney, Sydney, New South Wales, Australia (LT); and Medical Education Unit, Melbourne Medical School, University of Melbourne, Melbourne, Victoria, Australia (NC).
Optom Vis Sci. 2015 Apr;92(4):514-23. doi: 10.1097/OPX.0000000000000550.
Evidence-based practice (EBP) is an essential component of good quality, patient-centered health care. This requires practitioners to acquire EBP skills and knowledge during undergraduate and continuing education. Evidence-based practice education exists in a range of health care disciplines, including optometry. Evidence-based practice education, however, depends on relevant skills and knowledge in educators. Courses and workshops exist for the development of EBP teaching skills in some areas of health care but not in optometry. Here, we describe a pilot workshop designed to enhance the teaching of EBP and to investigate the perspectives of optometric educators on EBP including their attitudes and perceived barriers to EBP and its teaching.
Twenty-seven optometric educators including 8 facilitators participated. Of these, 14 were academics (including the 8 facilitators) and 13 were practitioners. Evidence-based practice attitudes were assessed using the Evidence-Based Practice Attitude Scale-50 with appropriate modifications for optometry. Workshop design incorporated strategies to trigger discussion among participants. A nominal group technique was used to identify, prioritize, and reach consensus on barriers to EBP.
Although some participants expressed reservations about EBP, a common understanding of the contemporary definition of EBP emerged in educators. Thirty-five barriers to EBP were identified; "time" was selected in the top five barriers by most participants and attracted the highest total score, well above any other barrier (negative attitude to EBP, volume of evidence, integration with clinical practice, and lack of lifelong learning mind-set). Attitudes toward EBP were generally positive and negatively correlated with age and time since graduation, respectively.
A group of optometrists and academics new to implementing education in EBP displayed positive attitudes to EBP but considered that its application and teaching could be significantly hindered by a lack of time to access and appraise the large volume of available research evidence in the field of eye care.
循证实践（EBP）是高质量、以患者为中心的医疗保健的重要组成部分。这要求从业者在本科教育和继续教育期间掌握循证实践技能和知识。循证实践教育存在于一系列医疗保健学科中，包括验光专业。然而，循证实践教育依赖于教育工作者的相关技能和知识。在一些医疗保健领域存在用于发展循证实践教学技能的课程和研讨会，但在验光专业中却没有。在此，我们描述了一个试点研讨会，旨在加强循证实践的教学，并调查验光教育工作者对循证实践的看法，包括他们对循证实践及其教学的态度和感知到的障碍。
27名验光教育工作者参与其中，包括8名主持人。其中，14名是学者（包括8名主持人），13名是从业者。使用循证实践态度量表 - 50对循证实践态度进行评估，并针对验光专业进行了适当修改。研讨会设计纳入了引发参与者讨论的策略。采用名义群体技术来识别、确定循证实践障碍的优先级并达成共识。
尽管一些参与者对循证实践表示保留意见，但教育工作者对循证实践的当代定义达成了共识。共识别出35个循证实践障碍；“时间”被大多数参与者选为前五大障碍之一，且总得分最高，远高于任何其他障碍（对循证实践的消极态度、证据量、与临床实践的整合以及缺乏终身学习心态）。对循证实践的态度总体上是积极的，且分别与年龄和毕业时间呈负相关。
一群刚开始实施循证实践教育的验光师和学者对循证实践持积极态度，但认为由于缺乏时间获取和评估眼保健领域大量可用的研究证据，其应用和教学可能会受到显著阻碍。
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