EVIDENCE-BASED PRACTICE IN AND OUT OF ACADEMIA—STUDENTS’ KNOWLEDGE, ATTITUDES, AND BELIEFS VS. WHAT IS EXPERIENCED IN THE CLINIC
Abstract
Objective. This study had two objectives. First, we wanted to determine how each of the research courses offered in the entrylevel program affected the student’s knowledge, attitudes, and beliefs about evidence-based practice. Second, we wanted to determine how the final internship affected the student’s knowledge, attitudes and beliefs about evidence-based practice. (This second objective is reported in a separate abstract/presentation.) Background. Using evidence to inform clinical decisionmaking is an important skill in a physical therapist’s arsenal of treatment tools. However, there is little research concerning learning outcomes for students and how those outcomes are affected by what is experienced in the clinic during clinical rotations. Methods. For the first objective, the EBP Profile Questionnaire (EBP2) and the Knowledge of Research Evidence Competencies (K-REC) were administered to subjects at 4 points during the didactic part of the curriculum. Results. The results indicate that the K-REC scores improved significantly after the first research course. There were no further significant changes. Conclusion. Students showed improvement in their knowledge and confidence level about EBP after the first research course and sustained that knowledge and confidence throughout the curriculum. Grants. This study was funded by a grant from NSU HPD Research Committee and the Physical Therapy Department.
EVIDENCE-BASED PRACTICE IN AND OUT OF ACADEMIA—STUDENTS’ KNOWLEDGE, ATTITUDES, AND BELIEFS VS. WHAT IS EXPERIENCED IN THE CLINIC
Terry Auditorium
Objective. This study had two objectives. First, we wanted to determine how each of the research courses offered in the entrylevel program affected the student’s knowledge, attitudes, and beliefs about evidence-based practice. Second, we wanted to determine how the final internship affected the student’s knowledge, attitudes and beliefs about evidence-based practice. (This second objective is reported in a separate abstract/presentation.) Background. Using evidence to inform clinical decisionmaking is an important skill in a physical therapist’s arsenal of treatment tools. However, there is little research concerning learning outcomes for students and how those outcomes are affected by what is experienced in the clinic during clinical rotations. Methods. For the first objective, the EBP Profile Questionnaire (EBP2) and the Knowledge of Research Evidence Competencies (K-REC) were administered to subjects at 4 points during the didactic part of the curriculum. Results. The results indicate that the K-REC scores improved significantly after the first research course. There were no further significant changes. Conclusion. Students showed improvement in their knowledge and confidence level about EBP after the first research course and sustained that knowledge and confidence throughout the curriculum. Grants. This study was funded by a grant from NSU HPD Research Committee and the Physical Therapy Department.