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Updated: May 8, 2025
Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
Published on: December 9, 2022
Use of a Knowledge Translation Approach to Promote Implementation of Clinical Practice Guidelines in an Experiential
Wendy Romney1,2,3,4,5,6, Marco Rodis1,2,3,4,5,6, Alicia L Spiro1,2,3,4,5,6
1Wendy Romney is an assistant professor, at Sacred Heart University, 5151 Park Avenue, Fairfield, CT 06825 ( romneyw@sacredheart.edu ). Please address all correspondence to Wendy Romney.
Introduction:
Teaching health sciences students how to evaluate and implement clinical practice guidelines (CPGs) is challenging.
Review Of Literature:
Physical therapist education offers experiential learning opportunities to teach students how to evaluate and implement CPGs. Knowledge translation (KT) guides the process of moving research evidence into practice. Experiential learning using KT principles can teach students to assess barriers to evidence use and overcome implementation challenges. The purpose of this retrospective phenomenological qualitative study was to explore the beliefs, perceptions, and experiences of former physical therapist students' who completed a neurologic elective course implementing 2 CPGs. Furthermore, how the course impacted their clinical experiences is also described.
Subjects:
Nine third-year physical therapist students.
Methods:
Students who participated in an elective experiential learning course developed using KT principles were recruited. Focus groups were held to determine the students' perceptions and experiences with implementing CPGs in the classroom and during their clinical experiences. Content analysis was used to identify codes and categories, and they were aligned with the Consolidated Framework of Implementation Research. Trustworthiness was established through member checking, peer debriefing, and an external audit.
Results:
Students reported individual and contextual facilitators during the elective that supported CPG use. Students identified improved knowledge, confidence, and skill to perform the CPGs that facilitated their transfer of knowledge from the classroom to the clinic. During their clinical experiences, students discussed contextual factors, such as culture, environment, and patient population, which served as both facilitators and barriers to CPG use.
Discussion And Conclusion:
Experiential learning enhanced knowledge, confidence, and skill with using CPGs and facilitated students' integration of evidence-based practice into their clinical experiences. Where possible, physical therapy curricula should incorporate experiential learning with KT principles to help students identify barriers to CPG use and develop strategies to enhance future evidence-based practice implementation.
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