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Occupational Therapy Students' Evidence-Based Practice Skills as Reported in a Mobile App: Cross-Sectional Study.

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Occupational therapy students demonstrated varied success with evidence-based practice (EBP) steps using a mobile app. The "apply" and "audit" steps were most challenging, indicating areas for curriculum improvement.

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active learning strategiesapplicationcross-sectional studydevelopmenteducationhigher educationinteractivemobile appmobile applicationoccupational therapyoccupational therapy studentsstudentsusabilityuse

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Area of Science:

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

Background:

  • Evidence-based practice (EBP) is a core component of healthcare education.
  • The 5 EBP steps (ask, assess, appraise, apply, audit) are essential for training future healthcare professionals.
  • Mobile devices offer a platform for assessing student EBP skills.

Purpose of the Study:

  • To evaluate occupational therapy students' proficiency in evidence-based practice (EBP) skills using a dedicated mobile application.
  • To identify specific EBP steps that students find most challenging to document.

Main Methods:

  • A cross-sectional study design was employed.
  • Descriptive statistics analyzed EBP skills documented in the EBPsteps app.
  • Chi-square tests examined associations between PICO/PICo formulation and evidence identification.

Main Results:

  • 119 of 150 students used the app, generating 240 critically appraised topics (CATs).
  • Students performed 'ask,' 'assess,' and 'appraise' steps effectively; 'apply' and 'audit' steps were least mastered.
  • Correct PICO/PICo formulation correlated positively with identifying research evidence (P<.001).

Conclusions:

  • Student mastery of EBP steps varies, with 'apply' and 'audit' presenting significant challenges.
  • Findings suggest areas for enhancing the EBPsteps app and educational strategies.
  • The EBPsteps app serves as a valuable tool for objective assessment of EBP skills in students.