Purpose: To evaluate the effectiveness of an optional, self-paced, online module to increase occupational therapy practitioners’ knowledge and skills related to evidence-based practice (EBP). Method: Participants’ EBP knowledge and skills were evaluated using the Adapted Fresno Test (AFT) after they completed the online module. Results: Twenty-nine occupational therapy practitioners (25 OTR/L, 4 COTA/L) completed the entire 17-month initiative. Nineteen practitioners (65.5%) used the supplemental online module and 10 (34.5%) did not. Analyses of AFT scores revealed a mean test score of 83.00 (n = 19, SD + 31.11) for participants who utilized the online EBP module and a mean test score of 56.20 (n = 10, SD + 36.67) for participants who did not use the module. An independent sample t test (equal variances assumed) revealed that participants who used the online module achieved statistically significantly higher scores ( p = 0.048, < 0.05) on the AFT. Discussion: The findings from this study suggest that the online EBP module was a useful support in significantly improving occupational therapy practitioners’ knowledge and skills related to evidence-based practice. Conclusions: Online modules may be an effective tool to teach practitioners about EBP. More research is needed to identify particular features of online learning modules that are the most effective in increasing practitioners’’ EBP knowledge and skills.
Effects of an evidence-based practice education program using multifaceted interventions: a quasi-experimental study with undergraduate nursing students
