Occupational therapy master-level students' evidence-based practice knowledge and skills before and after fieldwork

Area of Science:

• Occupational therapy education
• Healthcare professional development
• Evidence-based practice implementation

Background:

• Evidence-based practice (EBP) is a crucial standard in healthcare.
• Effective teaching strategies for EBP are not well understood.
• Barriers to EBP implementation persist across professions.

Purpose of the Study:

• To evaluate EBP knowledge and skills in occupational therapy students.
• To assess the impact of an entry-level Master's course on EBP.
• To identify the retention of EBP skills after clinical fieldwork.

Main Methods:

• Utilized the Adapted Fresno Test of Evidence-Based Practice (EBP).
• Administered the test pre-course, post-course, and post-fieldwork.
• Analyzed changes in EBP knowledge and skills using statistical tests.

Main Results:

• Significant increases in EBP knowledge and skills were observed post-course (t = -7.98; p < 0.001).
• A significant decline in EBP knowledge and skills occurred between post-course and post-fieldwork (t = 6.65; p < 0.001).
• The course enhanced foundational EBP abilities but did not ensure long-term skill retention.

Conclusions:

• The occupational therapy EBP course effectively improved initial knowledge and skills.
• Current teaching methods are insufficient for sustained EBP skill application post-graduation.
• Strategies are needed to enhance the long-term retention and utilization of EBP skills by students.