Lucy K Lewis1, Sze C Wong2, Louise K M Wiles2, Maureen P McEvoy3. 1. Alliance for Research in Exercise, Nutrition and Activity; Discipline of Physiotherapy, School of Health Sciences, Faculty of Medicine, Nursing and Health Sciences, Flinders University, Adelaide, South Australia. 2. Alliance for Research in Exercise, Nutrition and Activity. 3. Alliance for Research in Exercise, Nutrition and Activity; International Centre of Allied Health Evidence, School of Health Sciences, Sansom Institute for Health Research, University of South Australia.
Abstract
PURPOSE: To investigate the magnitude of change in outcomes after repeated exposure to evidence-based practice (EBP) training in entry-level health professional students. METHOD: Using an observational cross-sectional analytic design, the study tracked 78 students in physiotherapy, podiatry, health science, medical radiations, and human movement before and after two sequential EBP courses. The first EBP course was aimed at developing foundational knowledge of and skills in the five steps of EBP; the second was designed to teach students to apply these steps. Two EBP instruments were used to collect objective (actual knowledge) and self-reported (terminology, confidence, practice, relevance, sympathy) data. Participants completed both instruments before and after each course. RESULTS: Effect sizes were larger after the first course than after the second for relevance (0.72 and 0.26, respectively), practice (1.23 and 0.43), terminology (2.73 and 0.84), and actual knowledge (1.92 and 1.45); effect sizes were larger after the second course for sympathy (0.03 and 0.14) and confidence (0.81 and 1.12). CONCLUSIONS: Knowledge and relevance changed most meaningfully (i.e., showed the largest effect size) for participants with minimal prior exposure to training. Changes in participants' confidence and attitudes may require a longer time frame and repeated training exposure.
PURPOSE: To investigate the magnitude of change in outcomes after repeated exposure to evidence-based practice (EBP) training in entry-level health professional students. METHOD: Using an observational cross-sectional analytic design, the study tracked 78 students in physiotherapy, podiatry, health science, medical radiations, and human movement before and after two sequential EBP courses. The first EBP course was aimed at developing foundational knowledge of and skills in the five steps of EBP; the second was designed to teach students to apply these steps. Two EBP instruments were used to collect objective (actual knowledge) and self-reported (terminology, confidence, practice, relevance, sympathy) data. Participants completed both instruments before and after each course. RESULTS: Effect sizes were larger after the first course than after the second for relevance (0.72 and 0.26, respectively), practice (1.23 and 0.43), terminology (2.73 and 0.84), and actual knowledge (1.92 and 1.45); effect sizes were larger after the second course for sympathy (0.03 and 0.14) and confidence (0.81 and 1.12). CONCLUSIONS: Knowledge and relevance changed most meaningfully (i.e., showed the largest effect size) for participants with minimal prior exposure to training. Changes in participants' confidence and attitudes may require a longer time frame and repeated training exposure.
Entities:
Keywords:
education; evidence-based practice; students
Authors: Stephen C Aronoff; Barry Evans; David Fleece; Paul Lyons; Lawrence Kaplan; Roberto Rojas Journal: Teach Learn Med Date: 2010-07 Impact factor: 2.414
Authors: Anna C Phillips; Lucy K Lewis; Maureen P McEvoy; James Galipeau; Paul Glasziou; Marilyn Hammick; David Moher; Julie Tilson; Marie T Williams Journal: BMC Med Educ Date: 2013-01-25 Impact factor: 2.463