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Evidence-based practice behaviours: a comparison amongst occupational therapy students and clinicians
Aliki Thomas1, Alenoush Saroyan, Laurie M Snider
1School of Physical and Occupational Therapy and Centre for Medical Education, Faculty of Medicine, McGill University, Montreal, QC, Canada. aliki.thomas@mcgill.ca
Summary
Occupational therapy students gain evidence-based practice (EBP) knowledge from instruction, but integrating evidence into clinical decisions requires experience. Educators can refine EBP curricula based on these findings.
Area of Science:
- Occupational therapy education
- Evidence-based practice (EBP)
Background:
- Occupational therapy graduates require entry-level competencies in evidence-based practice (EBP).
- Educators must understand how students develop the skills to integrate scientific findings into clinical practice.
Purpose of the Study:
- To identify differences in evidence-based practice (EBP) decision-making between occupational therapy students and experienced clinicians.
Main Methods:
- A vignette of an older client with a history of falls was used.
- Participants' evidence-based practice (EBP) decisions were compared against a reference model.
Main Results:
- Knowledge of evidence-based practice (EBP) concepts was linked to formal instruction.
- Expert-like integration of evidence for decision-making was associated with clinical experience.
Conclusions:
- Gaps in knowledge and concept synthesis can inform updates to occupational therapy curricula.
- Fieldwork and academic education can be enhanced to improve evidence-based practice (EBP) competency.
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