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Evidence-based practice in occupational therapy curricula.

Tina M DeAngelis1, Thomas G DiMarco, Susan Toth-Cohen

  • 1Department of Occupational Therapy, Thomas Jefferson University, Philadelphia, Pennsylvania, USA.

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Summary

Occupational therapy programs in the US utilize diverse methods to teach evidence-based practice (EBP). Common strategies include database searches and literature reviews, while journal clubs are less frequent.

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Area of Science:

  • Occupational Therapy Education
  • Evidence-Based Practice Pedagogy

Background:

  • Teaching evidence-based practice (EBP) is crucial for entry-level healthcare professionals.
  • Understanding current educational strategies is essential for curriculum development in occupational therapy.

Purpose of the Study:

  • To identify and describe the educational strategies currently employed for teaching evidence-based practice (EBP) in U.S. entry-level master's occupational therapy programs.

Main Methods:

  • A survey was distributed to 58 directors of entry-level occupational therapy programs across the United States.
  • Data were collected on the frequency and type of EBP teaching strategies utilized.

Main Results:

  • Occupational therapy programs commonly use resources such as database searches, literature reviews, and research proposal development to teach EBP.
  • Less frequently utilized strategies include case stories and journal clubs.

Conclusions:

  • This study establishes a baseline understanding of EBP educational strategies in occupational therapy programs.
  • Findings can inform future research on EBP coursework content and promote EBP implementation in clinical practice.