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Attitudes and barriers to evidence-based practice in optometry educators.

Catherine M Suttle1, Kirsten L Challinor, Rachel E Thompson

  • 1*PhD, MCOptom †PhD ‡MBChB, MSc §PhD, FAAO ∥BAppSc(Speech Path), PhD **MPhil, MEd ††BOptom ‡‡OD, MPH, PhD, FAAO School of Optometry and Vision Science, UNSW Australia, Sydney, New South Wales, Australia (CMS, KLC, AL, BJ, FS, KW, IJ); School of Health Sciences, City University, London, United Kingdom (CMS); UNSW Medicine, Sydney, New South Wales, Australia (RET); Optometry and Vision Science, School of Health Sciences, Flinders University, Adelaide, South Australia, Australia (KP); Faculty of Health Sciences, University of Sydney, Sydney, New South Wales, Australia (LT); and Medical Education Unit, Melbourne Medical School, University of Melbourne, Melbourne, Victoria, Australia (NC).

Optometry and Vision Science : Official Publication of the American Academy of Optometry
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Summary

Optometric educators show positive attitudes toward evidence-based practice (EBP) but face significant time barriers in teaching and applying EBP. Addressing these barriers is crucial for advancing patient-centered eye care.

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Area of Science:

  • Optometry
  • Health Professions Education
  • Evidence-Based Practice

Background:

  • Evidence-based practice (EBP) is fundamental for high-quality, patient-centered healthcare.
  • EBP education is crucial for practitioners, yet optometry lacks specific training for educators.
  • Developing EBP teaching skills is essential for integrating current research into optometric practice.

Purpose of the Study:

  • To pilot a workshop aimed at enhancing EBP teaching skills among optometric educators.
  • To investigate optometric educators' perspectives on EBP, including their attitudes and perceived barriers.
  • To identify and prioritize challenges in implementing and teaching EBP within optometry.

Main Methods:

  • A pilot workshop involved 27 optometric educators (14 academics, 13 practitioners) and 8 facilitators.
  • The Evidence-Based Practice Attitude Scale-50 was adapted to assess attitudes toward EBP.
  • A nominal group technique was employed to identify and rank barriers to EBP.

Main Results:

  • A shared understanding of EBP emerged among participants, despite some initial reservations.
  • "Time" was identified as the primary barrier to EBP, receiving the highest score.
  • Attitudes toward EBP were generally positive, inversely correlated with age and time since graduation.

Conclusions:

  • Optometric educators exhibit positive attitudes towards EBP but face substantial time constraints.
  • Lack of time for accessing and appraising research hinders EBP application and teaching in eye care.
  • Addressing time barriers is critical for successful EBP implementation in optometry education.