Schubert Antje
Fakultät Gesundheits- und Sozialwissenschaften, IB Hochschule, Berlin, Germany.
Z Evid Fortbild Qual Gesundhwes. 2019 Mar;140:43-51. doi: 10.1016/j.zefq.2019.02.003. Epub 2019 Mar 2.
Today we are faced with changes in society and healthcare needs resulting from demographic transition. Among many other developments, the increasing complexity of healthcare creates new requirements for health professionals. To meet these requirements, such as evidence-based practice, professionally experienced therapists need additional training courses to acquire scientific competencies in addition to their professional competence. Certification courses for practitioners in the fields of speech therapy, occupational therapy and physical therapy offer a way to achieve these scientific competencies.
The aim of this study was to gather empirical data that help to develop scientific contents for additional training courses on a higher education level. These contents must fit the learning needs of the target group with regard to evidence-based practice.
In a multi-method approach a questionnaire was created consisting of four parts. These contained closed questions on self-assessed learning needs for competencies in evidence-based practice with and without links to therapeutic practice, open questions about the design of a certification course as well as socio-demographic questions. The results were shown using frequencies and correlations between learning, work experience and level of education. Contextual correlations were calculated using Kendall's tau correlation of Cramer's V, a contingency coefficient based on Chi square. Answers to the open questions were assigned to subcategories.
The answers of 70 therapists (11,5 % speech therapist, 17,1 % occupational therapists, 70 % physical therapists, 1,4 % unspecified) were evaluated. The results demonstrate that there are high learning needs (> 80 %) of the total sample regarding content of assessments and test procedures, evidence-based practice as well as clinical decision-making and interprofessional cooperation. The therapists see a high demand for additional skills combined with scientific knowledge and their own professional experience (92,8 %). Almost 90 % identified high learning requirements for the skill of critically reflecting on the treatments they provided. Depending on prior professional experience, learning needs differed for evidence-based practice with and without links to therapeutic practice. As to the design of certification courses, the participants preferred low costs, a flexible time-structure as well as teaching methods making the input more vivid and comprehensible.
Scientific qualification of healthcare practitioners must address the learning requirements for evidence-based practice. For this purpose, teaching of scientific work skills such as scientific writing, evidence-based practice and quantitative and qualitative methods is recommended. The fact that the questionnaire has not been validated may limit the validity of the results. Due to the indirect distribution of the questionnaires, the survey may have been liable to non-response bias.
如今，我们面临着人口结构转变带来的社会和医疗保健需求的变化。在许多其他发展变化中，医疗保健日益复杂，对卫生专业人员提出了新的要求。为满足这些要求，例如循证实践，经验丰富的专业治疗师除了具备专业能力外，还需要参加额外的培训课程以获得科学能力。言语治疗、职业治疗和物理治疗领域从业者的认证课程提供了获得这些科学能力的途径。
本研究的目的是收集实证数据，以帮助开发高等教育水平的额外培训课程的科学内容。这些内容必须符合目标群体在循证实践方面的学习需求。
采用多方法途径创建了一份问卷，问卷由四个部分组成。这些部分包含关于循证实践能力的自我评估学习需求的封闭式问题，有无与治疗实践的联系，关于认证课程设计的开放式问题以及社会人口统计学问题。结果通过学习、工作经验和教育水平之间的频率和相关性来呈现。使用肯德尔tau相关性或克莱默V（基于卡方的列联系数）计算背景相关性。对开放式问题的回答被归类到子类别中。
对70名治疗师（11.5%言语治疗师、17.1%职业治疗师、70%物理治疗师、1.4%未明确）的回答进行了评估。结果表明，总体样本在评估和测试程序内容、循证实践以及临床决策和跨专业合作方面有很高的学习需求（>80%）。治疗师认为对结合科学知识和自身专业经验的额外技能有很高需求（92.8%）。近90%的人认为对批判性反思他们所提供治疗的技能有很高的学习要求。根据先前的专业经验，与治疗实践有联系和无联系的循证实践的学习需求有所不同。关于认证课程的设计，参与者更喜欢低成本、灵活的时间结构以及使输入更生动易懂的教学方法。
医疗保健从业者的科学资质必须满足循证实践的学习要求。为此，建议教授科学工作技能，如科学写作、循证实践以及定量和定性方法。问卷未经验证这一事实可能会限制结果的有效性。由于问卷的间接分发，调查可能容易受到无应答偏差的影响。
