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A collaborative teaching strategy for enhancing learning of evidence-based clinical decision-making
P J Scott1, P A Altenburger, J Kean
1Department of Occupational Therapy, Indiana University, Indianapolis, IN 46208, USA. scottp@iupui.edu
Journal of Allied Health
|September 20, 2011
Summary
Student motivation to use research evidence in clinical decision-making increases with a collaborative approach. Occupational and physical therapy students partnered with clinicians to apply evidence-based clinical decision-making (EBCD) in real-world scenarios.
Area of Science:
- Medical Education
- Health Professions Education
- Clinical Practice
Background:
- Student motivation to integrate research evidence into clinical decision-making is often low.
- Educators face challenges instilling the value of evidence-based clinical decision-making (EBCD) due to student inexperience and the contextual nature of clinical problems.
Purpose of the Study:
- To address the gap between EBCD classroom teaching and real-world application.
- To enhance student motivation and learning experiences in EBCD.
Main Methods:
- Implemented a three-phase collaborative approach partnering occupational and physical therapy students with clinicians.
- Students and clinicians worked together to find and appraise evidence for real-world clinical questions.
Main Results:
- The collaborative approach significantly increased student motivation.
- The learning experience for students was greatly enhanced.
Conclusions:
- A collaborative model effectively bridges the gap between EBCD education and practice.
- Future work should focus on facility-wide EBCD integration and assessment frameworks.
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