Abstract
BackgroundMost health professions, including occupational therapy, have made the application of evidence-based practice a desired competency and professional responsibility. Despite the increasing emphasis on evidence-based practice for improving patient outcomes, there are numerous research-practice gaps in the health professions. In addition to efforts aimed at promoting evidence-based practice with clinicians, there is a strong impetus for university programs to design curricula that will support the development of the knowledge, attitudes, skills and behaviours associated with evidence-based practice. Though occupational therapy curricula in North America are becoming increasingly focused on evidence-based practice, research on students’ attitudes towards evidence-based practice, their perceptions regarding the integration and impact of this content within the curricula, and the impact of the curriculum on their readiness for evidence-based practice is scarce. The present study examined occupational therapy students’ perceptions towards the teaching and assessment of evidence-based practice within a professional master’s curriculum and their self-efficacy for evidence-based practice.MethodsThe study used a mixed methods explanatory sequential design. The quantitative phase included a cross-sectional questionnaire exploring attitudes towards evidence-based practice, perceptions of the teaching and assessment of evidence-based practice and evidence-based practice self-efficacy for four cohorts of students enrolled in the program and a cohort of new graduates. The questionnaire was followed by a focus group of senior students aimed at further exploring the quantitative findings.ResultsAll student cohorts held favourable attitudes towards evidence-based practice; there was no difference across cohorts. There were significant differences with regards to perceptions of the teaching and assessment of evidence-based practice within the curriculum; junior cohorts and students with previous education had less favourable perceptions. Students’ self-efficacy for evidence-based practice was significantly higher across cohorts. Four main themes emerged from the focus group data: (a) Having mixed feelings about the value of evidence-based practice (b) Barriers to the application of evidence-based practice; (c) Opposing worlds and (d) Vital and imperfect role of the curriculum.ConclusionThis study provides important data to support the design and revision of evidence-based practice curricula within professional rehabilitation programs.
Highlights
Most health professions, including occupational therapy, have made the application of evidence-based practice a desired competency and professional responsibility
Students in the senior cohorts (i.e., M1/M2) have more favourable perceptions than those in the junior cohorts (i.e., YI/Y2). These findings suggest that increased exposure and opportunity to apply evidencebased practice (EBP) may lead to more positive perceptions of the curriculum, a finding corroborated by other research on the impact of integrated and longitudinal EBP education in medical programs [32, 40]
Professional education is believed to play an important role in the development of positive attitudes towards EBP skills and learners’ ability to apply EBP
Summary
Most health professions, including occupational therapy, have made the application of evidence-based practice a desired competency and professional responsibility. The present study examined occupational therapy students’ perceptions towards the teaching and assessment of evidence-based practice within a professional master’s curriculum and their self-efficacy for evidence-based practice. Individual determinants include lack of time to access, read and appraise the literature, limited confidence in applying the principles of EBP, lack of formal education in the principles of EBP, poor research-related knowledge and skills and negative perceptions about the usefulness of research findings in clinical practice [9,10,11,12]. A scoping review of the factors that support EBP in occupational therapy practice found that academic degree and post-professional training were the strongest predictors of self-reported use of research evidence [13]
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