Pilot Use of the Adapted Fresno Test for Evaluating Evidence-Based Practice Knowledge in Occupational Therapy...

Area of Science:

• Occupational Therapy
• Health Professions Education
• Evidence-Based Practice

Background:

• Occupational therapy practice relies on evidence, but many practitioners lack sufficient evidence-based practice (EBP) knowledge.
• Improving EBP knowledge in students is crucial for future practitioners.
• Previous interventions to enhance student EBP knowledge lacked empirical evaluation.

Purpose of the Study:

• To empirically evaluate the acquisition of evidence-based practice (EBP) knowledge in graduate occupational therapy students.
• To assess the impact of an EBP course on students' EBP knowledge.
• To explore students' perceptions of factors influencing their EBP knowledge development.

Main Methods:

• A descriptive, mixed-methods pilot study was conducted in a graduate occupational therapy program.
• Fifty-one second-year occupational therapy students participated.
• The Adapted Fresno Test of Competence in Evidence-Based Practice measured knowledge, supplemented by qualitative assessments of student perceptions.

Main Results:

• Significant improvements in evidence-based practice (EBP) knowledge were observed post-course.
• Qualitative analysis revealed key influences on EBP knowledge development: supportive resources, engaging learning activities, and collaborative learning experiences.
• Students reported positive perceptions following the knowledge assessment.

Conclusions:

• An EBP course effectively enhanced occupational therapy students' EBP knowledge, as evidenced by significant gains on the Adapted Fresno Test.
• The acquired EBP knowledge is theorized to enhance students' future ability to integrate evidence into their occupational therapy practice.
• Findings support the efficacy of structured EBP education in preparing future practitioners.