scholarly journals The Use of an Online Module to Increase Occupational Therapy Practitioners’ Evidence-based Practice Knowledge and Skills

2016 ◽  
Author(s):  
Brad Egan ◽  
Susan Cahill ◽  
Cheryl Huber-Lee ◽  
Minetta Wallingford
Keyword(s):  
Occupational Therapy ◽  
Test Score ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Knowledge And Skills ◽  
Learning Modules ◽  
Online Module ◽  
Fresno Test ◽  
Practice Knowledge ◽  
Occupational Therapy Practitioners

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.

scholarly journals A Pilot Study of the Evidence Based Practice Training Program for Filipino Physiotherapists: Emerging Evidence on Outcomes and Acceptability

2012 ◽  
Author(s):  
Janine Dizon ◽  
Karen Grimmer-Somers ◽  
Saravana Kumar
Keyword(s):  
Pilot Study ◽  
Training Program ◽  
Developing Country ◽  
Effect Size ◽  
Health Professionals ◽  
Evidence Based Practice ◽  
The Philippines ◽  
Evidence Based ◽  
Knowledge And Skills ◽  
Fresno Test

Background: The use of evidence to guide clinical practice has been challenging for health professionals across the globe. Issues of implementing the evidence become even more challenging among health professionals in developing countries because of cultural and contextual issues which compound the existing implementation barriers reported in the literature. An evidence based practice (EBP) training was developed for physiotherapists in a developing country (the Philippines) based on the literature and preliminary exploratory studies. The training program aimed to address issues of barriers to EBP and the nature of practice in a developing country. This study reports the process and findings of pilot testing the training program (EBP for FilPTs). Objectives: The objectives of the pilot study were to, 1) Estimate the effect size of the EBP training program in enhancing knowledge and skills in EBP, 2) Determine the sample size for a subsequent RCT, 3) Test the acceptability of the EBP training program, and, 4) Refine the components of the intervention (training program) as needed. Methods: Seven physiotherapists purposively sampled from one training institution which does not provide training on evidence-based practice were randomly allocated to the intervention (EBP for FilPTs) and the waitlist control groups. Pre-post intervention measures of knowledge and skills associated with EBP were assessed using the Adapted Fresno test. Participants and observers completed an evaluation summary and commented on the program Results and Conclusion: The EBP training program resulted in significant and large improvement (Effect Size = 0.8) in knowledge and skills. It was considered by participants to be an effective, acceptable, and practical medium to teach EBP to physiotherapists.

scholarly journals Teaching evidence-based practice principles to prepare health professions students for an interprofessional learning experience

2017 ◽  
Vol 105 (4) ◽  
Author(s):  
Nell Aronoff ◽  
Elizabeth Stellrecht ◽  
Amy G. Lyons ◽  
Michelle L. Zafron ◽  
Maryruth Glogowski ◽  
...  
Keyword(s):  
Online Learning ◽  
Evidence Based Practice ◽  
Learning Experience ◽  
Health Professions ◽  
Pilot Project ◽  
Care Plan ◽  
Evidence Based ◽  
Learning Modules ◽  
Fresno Test ◽  
Information Skills

Objective: The research assessed online learning modules designed to teach health professions students evidence-based practice (EBP) principles in an interprofessional context across two institutions.Methods: Students from nine health professions at two institutions were recruited to participate in this pilot project consisting of two online learning modules designed to prepare students for an in-person case-based interprofessional activity. Librarians and an instructional designer created two EBP modules. Students’ competence in EBP was assessed before and after the modules as well as after the in-person activity. Students evaluated the online learning modules and their impact on the students’ learning after the in-person session.Results: A total of 39 students from 8 health professions programs participated in the project. Average quiz scores for online EBP module 1 and module 2 were 83% and 76%, respectively. Following completion of the learning modules, adapted Fresno test of competence in EBP scores increased (p=0.001), indicating that the modules improved EBP skill competence. Student evaluations of the learning modules were positive. Students indicated that they acquired new information skills that contributed to their ability to develop a patient care plan and that they would use these information skills in their future clinical practice.Conclusions: Online EBP learning modules were effective in developing EBP knowledge and skills for health professions students. Using the same modules ensured that students from different health professions at different stages of their professional programs had consistent knowledge and enabled each student to fully engage in an interprofessional evidence-based activity. Student feedback indicated the modules were valued and beneficial.

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