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Updated: Jun 8, 2026

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

Evidence based practice profiles: differences among allied health professions.

Maureen P McEvoy¹, Marie T Williams, Timothy S Olds

¹School of Health Sciences, University of South Australia, North Tce, Adelaide, 5000, Australia. maureen.mcevoy@unisa.edu.au

BMC Medical Education

|October 13, 2010

Summary

This summary is machine-generated.

Evidence-based practice (EBP) profiles in allied health professionals vary significantly based on training stage, EBP exposure, professional discipline, and age, highlighting key areas for targeted EBP education and development.

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Last Updated: Jun 8, 2026

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

Area of Science:

Allied Health
Evidence-Based Practice
Health Professions Education

Background:

Previous research on allied health professionals' evidence-based practice (EBP) often used profession-specific tools with varying reliability.
This study addresses this gap by comparing EBP profiles across multiple allied health disciplines within an Australian university setting.

Purpose of the Study:

To compare the self-reported evidence-based practice (EBP) profiles of allied health professionals and trainees.
To investigate how EBP characteristics differ based on factors like training stage, prior EBP exposure, professional discipline, age, and gender.

Main Methods:

Utilized the Evidence-Based Practice Profile (EBP2) questionnaire to assess five EBP domains: Relevance, Terminology, Practice, Confidence, and Sympathy.
Analyzed data from 918 participants across five professional disciplines using factorial analysis of variance (ANOVA) and t-tests.

Main Results:

Significant differences in EBP domains were found across stages of training and EBP exposure groups.
Professional discipline, age, and gender also showed significant associations with EBP profiles, with older participants and males scoring higher in Confidence.
Stage of training and EBP exposure were identified as key factors explaining age and exposure-related differences in EBP confidence and practice.

Conclusions:

Self-reported evidence-based practice (EBP) characteristics in allied health professions are influenced by EBP exposure, training progression, professional background, and age.
Findings underscore the need for tailored EBP training strategies that consider these varying factors to enhance EBP adoption across allied health professions.