Closing the gap: collaborative learning as a strategy to embed evidence within occupational therapy practice.

Area of Science:

• Health Professions Education
• Clinical Practice
• Knowledge Translation

Background:

• Evidence-based practice (EBP) presents challenges for practitioners lacking research consumption confidence.
• Therapists risk disempowerment without formal study, highlighting a gap in EBP integration.
• Traditional information dissemination models have limited effectiveness in developing research skills.

Purpose of the Study:

• To investigate practice-based collaborative learning to enhance therapist competence and confidence in consuming research.
• To explore the transition of therapists toward becoming evidence-based practitioners.
• To empower therapists to bridge the theory-practice gap through mutual reflective learning.

Main Methods:

• An action research approach utilizing collaborative learning groups embedded in practice.
• Diagnostic surveys and formative interviews to assess initial confidence and knowledge.
• Development and implementation of a learning package within a collegial environment.

Main Results:

• Initial surveys confirmed therapists' lack of confidence in EBP and over-reliance on personal knowledge.
• Collaborative learning groups successfully integrated research, theory, practice, and critical reflection.
• Therapists reported increased confidence, competence in consuming research, and ability to incorporate propositional knowledge into clinical reasoning.

Conclusions:

• Practice-based collaborative learning empowers therapists to engage with EBP and enhance clinical reasoning.
• The collegial learning environment and integrated package fostered confidence and competence in research consumption.
• Sustainability of EBP integration requires ongoing commitment from therapists and their workplaces.