Preparing for fieldwork: Students' perceptions of their readiness to provide evidence-based practice
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Updated: May 15, 2026

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
Published on: December 9, 2022
1MGH Institute of Health Professions, Department of Occupational Therapy, School of Health and Rehabilitation Science, 36 First Avenue, Boston, MA 02129, USA. mevenson@mghihp.edu
Objective:
The purpose of this study was to explore students' perceptions of their confidence to use research evidence to complete a client case analysis assignment in preparation for participation in fieldwork and future practice.
Participants:
A convenience sample of 42 entry-level occupational therapy Masters students, included 41 females and one male, ages 24 to 35.
Methods:
A quasi-experimental pretest-posttest design was used. Students participated in a problem-based learning approach supported by educational technology. Measures included a pre- and post-semester confidence survey, a post-semester satisfaction survey, and an assignment rubric.
Results:
Based on paired t-tests and Wilcoxin Signed Ranks Tests, statistically significant differences in pre- and post-test scores were noted for all 18 items on the confidence survey (p< 0.001). Significant increases in students' confidence were noted for verbal and written communication of descriptive, assessment, and intervention evidence, along with increased confidence to effectively use assessment evidence.
Conclusions:
Results suggest that problem-based learning methods were significantly associated with students' perceptions of their confidence to use research evidence to analyze a client case. These results cannot necessarily be generalized due to the limitations of using non-standardized measures with a convenience sample, without a control group, within the context of a single course as part of one academic program curriculum.
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