在四个物理治疗教育计划的课程中,基于证据的实践信心和行为:一个纵向研究
Wendy Romney1,2, Nancy M Salbach3,4, Susan B Perry5
1Department of Physical Therapy and Human Movement Science, Sacred Heart University, Fairfield, CT, USA. romneyw@sacredheart.edu.
BMC medical education
|November 8, 2023
概括
物理治疗学生的基于证据的实践 (EBP) 信心在指导后显著增加,而EBP行为在初始临床经验后得到改善. 毕业后,信心和行为都保持稳定.
科学领域:
- 健康 职业 教育 教育 专业
- 物理疗法物理治疗
- 基于证据的实践.
背景情况:
- 基于证据的实践 (EBP) 在卫生专业中至关重要,但学生信心和技能的发展仍然不清楚.
- 以前对物理治疗 (PT) 学生的EBP研究经常使用未经验证的工具或专注于单个程序.
- 这项研究调查了整个课程和毕业后一年的PT学生的EBP信心和行为变化.
研究的目的:
- 描述基于证据的实践 (EBP) 对物理治疗学生的信心和行为的变化.
- 利用验证的问卷来跟踪EBP技能发展在多个教育计划.
- 评估EBP的信心和行为在六个不同的时间点,包括一年的毕业后.
主要方法:
- 181名物理治疗学生参加了这项活动,完成了基于证据的实践信心 (EPIC) 量表和基于证据的实践实施量表 (EBPIS).
- 数据是在六个时间点收集的:计划开始,第一次临床经验之前/之后,教学结束,毕业和一年的毕业后.
- 统计分析包括弗里德曼的测试和威尔科克森签名的等级测试与Bonferroni纠正时间点之间的变化.
主要成果:
- 从入学到课堂教学结束,EPIC分数显著增加 (p < 0.001).
- 只有在第一次临床经验 (p < 0.01) 之后,EBPIS评分才显著增加.
- 在最初的临床经验后,EPIC和EBPIS分数均趋于平稳,并在毕业和毕业后的一年内保持稳定.
结论:
- 物理治疗学生的EBP信心随着课堂教学而显著增加,但不是临床经验. 在初始临床训练后,EBP行为会得到改善,但不会进一步发展.
- 学生EBP的信心和行为分数超过了实践专业人士报告的.
- 建议对EBP的信心和行为进行持续评估,以改进物理治疗课程并实现EBP的目标.
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