Di Michele L, Thomson K, Bell A, Reed W
Sydney School of Health Science, University of Sydney, NSW, Australia.
Radiography (Lond). 2025 Jan;31(1):379-384. doi: 10.1016/j.radi.2024.12.007. Epub 2024 Dec 20.
It is imperative that radiography graduates are taught to effectively apply evidence-based practice (EBP) in their clinical careers. Teaching the concept is challenging, as it requires educators to embed and scaffold knowledge and skills across the EBP cycle throughout both academic and clinical curricula. The objective of this study was to evaluate an overarching curriculum level intervention that aimed to enhance student radiographers' knowledge, skills, attitudes and practices towards EBP. This is referred to as the Evidence-Based Practice - Applied Educational Intervention (EBP-AEI).
The study employed a mixed methods convergent parallel design. Focus groups were used to explore students' experiences of the intervention, and pre and post intervention surveys were used to assess students' knowledge, skills, practices, and attitudes towards EBP. Twelve students participated across two focus groups.
Three themes were defined during analysis: 1. knowledge and skills, 2. it's all about pedagogy!, and 3. clinical implementation on placement. Twenty-three students completed the pre-intervention survey and eighteen completed the post. While the survey results were not statistically significant (potentially due to insufficient power), data from the focus groups suggests that EBP knowledge and skills were acquired by students during the intervention. Attitudes of students towards EBP dropped, likely due to challenges the students experienced during both the academic and clinical aspects of the intervention.
Developing strong curricula is vital to ensure that radiography graduates are able to implement EBP in clinical settings.
Radiography educators should actively consider the scaffolding of EBP across curricula and partner with clinical sites to ensure that placement experiences are enhancing taught curriculum om this space.
必须教导放射学专业毕业生在其临床职业生涯中有效应用循证实践（EBP）。教授这一概念具有挑战性，因为它要求教育工作者在整个学术和临床课程的EBP周期中融入并搭建知识和技能体系。本研究的目的是评估一项旨在提高放射学专业学生对EBP的知识、技能、态度和实践能力的总体课程层面干预措施。这被称为循证实践 - 应用教育干预（EBP - AEI）。
本研究采用混合方法收敛平行设计。焦点小组用于探索学生对干预措施的体验，干预前后的调查用于评估学生对EBP的知识、技能、实践和态度。两个焦点小组共有12名学生参与。
分析过程中确定了三个主题：1. 知识与技能；2. 一切都与教学法有关！；3. 在实习中的临床应用。23名学生完成了干预前调查，18名学生完成了干预后调查。虽然调查结果没有统计学意义（可能是由于样本量不足），但焦点小组的数据表明，学生在干预过程中获得了EBP知识和技能。学生对EBP的态度有所下降，可能是由于学生在干预的学术和临床方面都遇到了挑战。
制定强有力的课程对于确保放射学专业毕业生能够在临床环境中实施EBP至关重要。
放射学教育工作者应积极考虑在整个课程中搭建EBP框架，并与临床机构合作，以确保实习经历能够强化该领域的教学课程。
