Karen Atler, PhD, OTR/L, is Associate Professor, Department of Occupational Therapy, Colorado State University, Ft. Collins.
Jaclyn Stephens, PhD, OTR/L, is Assistant Professor, Department of Occupational Therapy, Colorado State University, Ft. Collins;
Am J Occup Ther. 2020 Jul/Aug;74(4):7404205100p1-7404205100p9. doi: 10.5014/ajot.2020.037861.
A core tenet of occupational therapy is that practitioners should use evidence in their practice. Nevertheless, many occupational therapy practitioners feel limited in their evidence-based practice (EBP) knowledge. Conceivably, improving EBP knowledge in students would facilitate their greater knowledge as practitioners. Other researchers have modified teaching methods and content to enhance knowledge in students but did not empirically evaluate the acquisition of knowledge.
To empirically evaluate EBP knowledge acquisition.
Descriptive, mixed-methods pilot study.
A graduate occupational therapy program.
Fifty-one second-year occupational therapy students.
We used the Adapted Fresno Test of Competence in Evidence-Based Practice to measure evidence-based practice knowledge. We also qualitatively assessed students' perceptions of what influenced their development of EBP knowledge and how they felt after completing the posttest.
We found significant improvements in EBP knowledge. We also found the following qualitative themes regarding influences on students' EPB knowledge development: helpful supports, learning activities, and the context of doing with others.
We observed significant gains in EBP knowledge, as measured by the Adapted Fresno Test, after occupational therapy students completed an EBP course. We theorize that students' gains in EBP knowledge will support their ability to successfully use evidence in their future occupational therapy practice.
Our findings on the Adapted Fresno Test indicate that our course successfully promoted acquisition of EBP knowledge. We theorize that students' gains in evidence-based practice knowledge will support their ability to successfully use evidence in their future occupational therapy practice.
职业治疗的核心原则之一是从业者应在实践中运用证据。然而，许多职业治疗从业者感到在循证实践 (EBP) 知识方面受到限制。可以想象，提高学生的 EBP 知识将促进他们作为从业者的知识增长。其他研究人员已经修改了教学方法和内容以提高学生的知识水平，但没有对知识的获取进行实证评估。
实证评估 EBP 知识的获取。
描述性、混合方法试点研究。
一个研究生职业治疗项目。
51 名二年级职业治疗学生。
我们使用改编的 Fresno 循证实践能力测试来衡量循证实践知识。我们还定性评估了学生对影响他们 EBP 知识发展的因素的看法，以及他们在完成后测后的感受。
我们发现 EBP 知识有显著提高。我们还发现了以下关于影响学生 EBP 知识发展的定性主题：有帮助的支持、学习活动以及与他人一起做的背景。
我们观察到职业治疗学生完成 EBP 课程后，EBP 知识有显著提高，正如改编的 Fresno 测试所测量的那样。我们推断，学生在 EBP 知识方面的提高将支持他们在未来的职业治疗实践中成功运用证据的能力。
我们对改编的 Fresno 测试的发现表明，我们的课程成功地促进了 EBP 知识的获取。我们推断，学生在循证实践知识方面的提高将支持他们在未来的职业治疗实践中成功运用证据的能力。
