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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

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Teaching Evidence-Based Practice across Curricula-An Overview of a Professional Development Course for Occupational

Marta M Daly¹, Tina M DeAngelis²

¹a Department of Occupational Therapy , Long Island University , Brooklyn , NY , USA.

Occupational Therapy in Health Care

|October 1, 2016

Summary

Occupational therapy educators can enhance their teaching of evidence-based practice (EBP) through a specialized professional development course. This pilot program refined EBP instructional methods for entry-level occupational therapy curricula.

Keywords:

Evidence-based practice occupational therapy education professional development

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Area of Science:

Occupational Therapy Education
Evidence-Based Practice Pedagogy

Background:

Occupational therapy programs require effective methods for teaching evidence-based practice (EBP).
Educators need resources and strategies applicable to entry-level curricula.

Purpose of the Study:

To develop and pilot a professional development course for occupational therapy educators.
To enhance the teaching of evidence-based practice (EBP) within occupational therapy education.

Main Methods:

A professional development course focused on teaching EBP was created.
The course was piloted with seven full-time faculty from an entry-level occupational therapy program.
Participant feedback informed course refinement.

Main Results:

The pilot course provided valuable insights into teaching EBP to occupational therapy educators.
The results facilitated necessary refinements for broader course delivery.
Faculty engagement indicated a need for such specialized training.

Conclusions:

The developed course effectively addresses the need for enhanced EBP instruction in occupational therapy.
Refinements based on pilot data will improve future course offerings.
This initiative supports the integration of EBP into occupational therapy education.