Teaching evidence-based practice: Case study of an integrated assessment task for diagnostic radiography students

Abstract

IntroductionA core competency for all health care professionals is evidence-based practice (EBP). An understanding of research skills are key to diagnostic radiographers adopting EBP, and should be taught and assessed in curricula leading to eligibility to register and practice. This paper focuses on the design, implementation and initial evaluation of an assessment task in the Diagnostic Radiography (DR) curriculum at an Australian university, which aimed to facilitate students’ skills to identify and interpret research methods and output as a foundation for EBP by combining with EBP and DR theoretical content. MethodsAn integrated assessment task was introduced across two units of study, requiring student groups to produce a single literature review incorporating learning objectives from each distinct unit of study. This approach recognised and incorporated themes of student choice, negotiation of group membership, and scholarly writing as inherent components. ResultsStudent feedback showed that students valued the integration of content knowledge and research principles across two units of study to better reflect their depth and breadth of learning. Students also commented on the value of team or group work in developing their communication and cooperation skills, which are essential skills in the DR workplace. DiscussionA literature review assessment task integrated across two previously separate units of study provided an innovative approach to assessment of EBP in the DR curricula. ConclusionIt is anticipated that DR graduates, who are prepared with knowledge and skills in EBP prior to graduation, will become leaders and drive future innovation in EBP.