School of Physical and Occupational Therapy, Faculty of Medicine and Health Sciences, McGill University, Montreal, Canada.
Centre for Interdisciplinary Research in Rehabilitation of Greater Montreal (CRIR), Montreal, Canada.
Disabil Rehabil. 2024 Jul;46(14):3196-3205. doi: 10.1080/09638288.2023.2239138. Epub 2023 Jul 25.
Clinically integrated teaching (CIT) is an effective approach for promoting evidence-based practice (EBP) competencies among medical students. Challenges towards the implementation of CIT in rehabilitation curricula include educators' different conceptualizations of EBP, the perceived complexity of EBP and the boundaries between the academic and the clinical setting. This study aimed to identify tailored strategies to implement in rehabilitation programs and their affiliated clinical sites to support the development of EBP competencies among students in occupational therapy (OT), physical therapy (PT) and speech-language pathology (S-LP).
Nominal group technique (NGT) with stakeholders from three rehabilitation programs in Canada, offering the professional master's in OT and PT ( = 35 participants) and in S-LP ( = 8).
The top two strategies identified in the OT/PT NGT were: 1) Developing a flexible definition of EBP that recognizes its complexity; 2) Providing clinicians with more access to the teaching content by pairing faculty with preceptors. The top two strategies identified in the S-LP NGT were: 1) Providing students with opportunities for decision-making with experienced clinicians; 2) Increasing interactions between faculty and preceptors using formal group meetings.
Findings laid foundations for future integrated knowledge translation projects to collaboratively implement, and test identified strategies.
临床整合教学（CIT）是促进医学生循证实践（EBP）能力的有效方法。CIT 在康复课程中的实施面临的挑战包括教育工作者对 EBP 的不同概念化、对 EBP 的复杂性的感知以及学术和临床环境之间的界限。本研究旨在确定针对康复项目及其附属临床场所的定制策略，以支持职业治疗（OT）、物理治疗（PT）和言语语言病理学（S-LP）学生 EBP 能力的发展。
加拿大三个康复项目的利益相关者使用名义团体技术（NGT），提供 OT 和 PT 的专业硕士课程（ = 35 名参与者）和 S-LP（ = 8 名）。
OT/PT NGT 确定的前两个策略是：1）制定灵活的 EBP 定义，承认其复杂性；2）通过将教师与导师配对，为临床医生提供更多获取教学内容的机会。S-LP NGT 确定的前两个策略是：1）为学生提供与经验丰富的临床医生一起决策的机会；2）通过正式小组会议增加教师和导师之间的互动。
研究结果为未来的综合知识转化项目奠定了基础，以合作实施和测试确定的策略。
