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Changes in physiotherapy students' knowledge and perceptions of EBP from first year to graduation: a mixed methods
Maureen P McEvoy1,2, Lucy K Lewis3, Julie Luker4,5
1Sansom Institute for Health Research, University of South Australia, Adelaide, Australia. maureen.mcevoy@unisa.edu.au.
BMC Medical Education
|May 13, 2018
Summary
Entry-level physiotherapy students showed significant improvements in Evidence-Based Practice (EBP) knowledge and perceptions after completing dedicated training. Qualitative data highlighted the importance of context and role models in EBP education.
Area of Science:
- Health Professions Education
- Physiotherapy Training
- Evidence-Based Practice (EBP)
Background:
- Dedicated Evidence-Based Practice (EBP) courses are integral to health professional education.
- Evaluating the effectiveness of EBP training is crucial for curriculum development.
- This study assessed EBP outcomes in physiotherapy students from baseline to graduation.
Purpose of the Study:
- To investigate the impact of entry-level physiotherapy training on Evidence-Based Practice (EBP) outcomes.
- To evaluate changes in students' EBP knowledge, attitudes, and practice.
- To explore factors influencing EBP competency development in physiotherapy students.
Main Methods:
- A mixed-methods explanatory sequential design was employed.
- Physiotherapy students (n=56) completed EBP instruments at baseline and graduation.
- Focus groups (n=21) explored students' perceptions of EBP training impact.
Main Results:
- Significant quantitative improvements were observed in EBP Relevance, Practice, Confidence, Terminology, and Actual Knowledge (large effect sizes).
- A medium effect size was noted for Sympathy.
- Qualitative findings aligned with quantitative results, except for Terminology, emphasizing context and role models in EBP training.
Conclusions:
- Entry-level physiotherapy EBP training leads to significant quantitative and qualitative changes in student outcomes.
- Discrepancies between quantitative and qualitative data were noted in the Terminology domain.
- Findings inform the optimal timing and content for EBP curricula in health professional programs.