University of Adelaide, Adelaide, Australia.
Guangzhou Jiangnan Foreign Language School, Guangzhou, China.
BMC Med Educ. 2020 Mar 29;20(1):89. doi: 10.1186/s12909-020-1988-x.
This research sought to determine the impact of explicit program-based development of skills associated with research and Evidence Based Practice (EBP) on the attitudes and sustained behaviours of graduates subsequently employed in clinics. Systematic reviews have shown that university teaching of EBP and research skills rarely result in transfer of commensurate attitudes and sustained behaviours of students to their subsequent studies or to employment. Studies have therefore called for detailed exploration of what may enable this transfer of knowledge and skills to attitudes and behaviours. In keeping with these calls, this paper presents a fine-grained qualitative study of graduates' research skills and EBP in clinics with particular reference to pertinent attitudes, values and behaviours sustained, or further developed, one year after program completion.
The study revolved around employed graduates of a Bachelor of Oral Health (BOH) program, which used the Research Skill Development (RSD) framework to structure the explicit, coherent and cyclic development of the skills associated with research in multiple semesters of the degree. One year after their completion of the BOH program, semi-structured interviews were conducted with nine employed graduates, three from each of three consecutive cohorts, to gain their professional perspectives on their research skills and EBP developed at university and then used in clinics. While the pre-determined interview questions focused on employed graduates' knowledge and skills, the attitudes and values around research skills and EBP emerged spontaneously.
Graduates that were interviewed relayed in detail their attitudes and values associated with research skills and EBP when asked about their work in clinics, even though the affective elements were not specifically elicited. In the employment context, the positive affective aspects of the skills associated with research and EBP that graduates discussed were pronounced, and this contrasted with working graduates retrospective view of university research skills and EBP.
The richness of affective interaction with patients was a factor that enabled the interviewed graduates to transfer university knowledge and skills into attitudes and behaviours associated with EBP. We recommend similar fine-grained qualitative research to further develop constructs that enable quantification of the interplay of cognitive and affective facets in researching and EBP.
本研究旨在确定明确的基于项目的研究技能和循证实践（EBP）发展对随后在诊所工作的毕业生态度和持续行为的影响。系统评价表明，大学对 EBP 和研究技能的教学很少导致学生相应的态度和持续行为从他们的后续学习或就业中转移。因此，研究呼吁详细探讨是什么使知识和技能转移到态度和行为。为了响应这些呼吁，本文对毕业生在诊所的研究技能和 EBP 进行了细致的定性研究，特别关注相关的态度、价值观和行为，这些态度、价值观和行为在项目完成一年后得到了维持或进一步发展。
该研究以口腔健康学士（BOH）项目的毕业生为对象，该项目使用研究技能发展（RSD）框架在学位的多个学期中构建研究相关技能的明确、连贯和循环发展。在完成 BOH 项目一年后，对 9 名在职毕业生进行了半结构化访谈，他们分别来自三个连续批次的三个，以了解他们对大学期间发展的研究技能和 EBP 的专业看法，然后在诊所中使用这些技能和 EBP。虽然预定的访谈问题侧重于在职毕业生的知识和技能，但围绕研究技能和 EBP 的态度和价值观是自发出现的。
当被问及他们在诊所的工作时，接受采访的毕业生详细描述了他们与研究技能和 EBP 相关的态度和价值观，尽管没有特别引出情感因素。在就业背景下，毕业生讨论的与研究和 EBP 相关的技能的积极情感方面非常明显，这与工作毕业生对大学研究技能和 EBP 的回顾性看法形成对比。
与患者进行富有情感互动的丰富性是使接受采访的毕业生将大学知识和技能转化为与 EBP 相关的态度和行为的一个因素。我们建议进行类似的细致定性研究，以进一步发展能够量化研究和 EBP 中认知和情感方面相互作用的结构。
