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Providing education on evidence-based practice improved knowledge but did not change behaviour: a before and after
Annie McCluskey1, Meryl Lovarini
1School of Exercise and Health Sciences, University of Western Sydney, Campbelltown Campus, Blg 24, Locked Bag 1797, Penrith South DC, New South Wales 1797, Australia. a.mccluskey@uws.edu.au
BMC Medical Education
|December 21, 2005
Summary
A multifaceted intervention significantly improved allied health professionals' knowledge and skills in evidence-based practice. However, sustained behavior change in research searching and appraisal was limited, indicating a need for ongoing support.
Area of Science:
- Health Professions Education
- Evidence-Based Practice
- Occupational Therapy
Background:
- Many health professionals lack essential skills for finding and appraising published research.
- Addressing these skill gaps is crucial for the implementation of evidence-based practice (EBP).
- A multifaceted intervention was designed to enhance EBP knowledge, skills, attitudes, and behaviors among allied health professionals.
Purpose of the Study:
- To evaluate the impact of a combined workshop and outreach support intervention on EBP competencies.
- To assess changes in knowledge, attitudes, and behaviors related to EBP in occupational therapists.
Main Methods:
- A before-and-after study involving 114 self-selected occupational therapists.
- Intervention: 2-day workshop plus 8 months of email, telephone, and workplace support.
- Outcomes measured at baseline, post-workshop, and 8-month follow-up using the Adapted Fresno Test, attitude surveys, and activity diaries.
Main Results:
- Significant improvements in EBP knowledge were observed post-workshop and maintained at follow-up (mean difference 20.6 points).
- Barriers related to searching and appraisal skills significantly decreased over time (p < 0.010).
- Behavioral changes were minimal; only 18% engaged in critical appraisal post-intervention, and 60% did not read research literature at follow-up.
Conclusions:
- A targeted educational intervention with outreach support effectively enhanced EBP knowledge and skills.
- Significant gaps remain in translating improved knowledge into consistent practice behaviors, particularly in research appraisal.
- Allied health educators should prioritize post-workshop skill development and support for establishing new routines to foster sustained behavior change in EBP.
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