Evidence-Based Practice in Occupational Therapy Curricula

DeAngelis, Tina; DiMarco, Thomas G.; Toth-Cohen, Susan

doi:10.3109/07380577.2013.843115

Cited by 11 publications

(5 citation statements)

References 23 publications

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“…Evidence‐based practice was the most prominent framework to develop occupational therapy curricula. This is perhaps unsurprising because the widespread application of EBP as a theoretical framework is implied by De Angelis, Dimarco, and Toth‐Cohen et al's (2013) survey of evidence‐based practice in Master of Science in occupational therapy curricula. That study found more than 90% of responding programs included elements of EBP (De Angelis et al, 2013).…”

Section: Discussionmentioning

confidence: 99%

“…This is perhaps unsurprising because the widespread application of EBP as a theoretical framework is implied by De Angelis, Dimarco, and Toth‐Cohen et al's (2013) survey of evidence‐based practice in Master of Science in occupational therapy curricula. That study found more than 90% of responding programs included elements of EBP (De Angelis et al, 2013). We noted that only Roger, Turpin, and O'Brien's (2015) application of threshold concepts included theories related to occupation and occupational science.…”

Section: Discussionmentioning

confidence: 99%

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Embedding graduate attributes during occupational therapy curriculum development: A scoping review and qualitative research synthesis

Plastow

Bester

2020

Aus Occup Therapy J

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Developing occupational therapists who are prepared to deliver effective practice is a priority because of the additional challenges our new graduates face in delivering health care in a broad range of occupational therapy practice contexts. Nevertheless, one survey of new graduates in Australia and Aotearoa/New Zealand found less than one in five new graduates felt very well-prepared for practice (Gray et al., 2012). Subsequent research of the competency of New Zealand new graduate therapists also identified weaknesses in graduates' preparedness for practice (Nayar, Gray and Blijlevens, 2013). Being well-prepared for practice is even more critical in low-and middle-income (LMIC) countries, where new graduates may work in remote rural areas with little supervision.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Embedding graduate attributes during occupational therapy curriculum development: A scoping review and qualitative research synthesis

Plastow

Bester

2020

Aus Occup Therapy J

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“…There is recognition in the literature that despite the solitary nature of many EBP activities (e.g., reviewing the literature, searching databases, and assigning levels of evidence), team‐working skills are important to EBP as a clinician as it is a collaborative process with patients, colleagues, and the wider medical team (DeAngelis, DiMarco, & Toth‐Cohen, ). It stands to reason that in early EBP skill development, the methods of supporting social negotiation and collaboration must come from the instructional design rather than the content of the topic.…”

Section: Discussionmentioning

confidence: 99%

“The more you did, the more it made sense”: Problem‐based learning to improve early evidence‐based practice in an undergraduate physiotherapy professional programme

Lennon

Phelan

Wallace

et al. 2019

Physiotherapy Res Intl

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Background and Purpose Evidence‐based practice (EBP), which integrates clinical reasoning skills, research evidence, and patient preference, has become standard in curricula for health care professional programs. Students however perceive EBP as difficult and often irrelevant to clinical practice. Methods A problem‐based learning (PBL) approach is trialled in an early stage module where EBP knowledge and skills are stated learning outcomes. Prior to this, the content‐based approach to EBP teaching and learning received negative student feedback. The impact of delivering EBP through PBL is evaluated by comparing 5 standard Likert feedback scales and open‐ended question responses relating to the EBP instruction in the module before and after a PBL approach was implemented. The impact of a PBL approach on EBP profiles is further examined under domains (relevance, sympathy, terminology, practice, and confidence) of the validated Evidence‐based Practice Profile Questionnaire. Results All mean Likert scores relating to subject understanding, relevance of assessments, achievement of learning outcomes, teaching, and overall module satisfaction improved when the PBL approach was compared with the lecture‐based format (p < 0.05). Student comment post‐PBL continued to identify EBP as a difficult concept, but now comments on the teaching and assessment approach were mainly positive, addressing the collaborative nature of PBL, identifying EBP, communication and team‐working skills acquired, praising the real life, practical application of EBP taken, and commenting on improvement in EBP self‐efficacy. Within group change in the Evidence‐based Practice Profile Questionnaire following a PBL approach identified significant improvement in EBP domains of terminology (mean change 3.38; p < 0.001); practice (mean change 16.5; p < 0.001), and confidence (mean change 10.1; p = 0.008). Conceptual links, based on constructivist underpinnings of PBL and EBP, are developed in the paper. Conclusions Using mixed methods evaluation, PBL is effective at promoting early EBP. Students identified with the interactive, collaborative, and experiential nature of PBL to EBP instruction.

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“…Lin, Murphy, and Robinson (2010) described six steps to evidence-based occupational therapy: (1) formulating a clinical question, (2) searching efficiently for the best available evidence, (3) critically analyzing the evidence for its validity and usefulness, (4) integrating the appraisal with personal clinical expertise and the client's preferences, (5) evaluating one's performance or outcomes of actions, and (6) disseminating and communicating knowledge. Although the steps in the EBP process are well described, many studies have documented that occupational therapy educators must continue to seek effective teaching methods to help students develop the skills and habits for integrating research evidence into practice (DeAngelis, DiMarco, & Toth-Cohen, 2013;Thomas et al, 2011;Thomas, Saroyan, & Snider, 2012).…”

mentioning

confidence: 99%

Facilitated Learning Model to Teach Habits of Evidence-Based Reasoning Across an Integrated Master of Science in Occupational Therapy Curriculum

Cohn

Coster

Kramer

2014

The American Journal of Occupational Therapy

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We describe an integrated master of science in occupational therapy curriculum and a coordinated sequence of evidence-based practice (EBP) courses that incorporate systematic, pragmatic teaching strategies to develop students' EBP skills and habits of reasoning. The EBP courses focus sequentially on the occupational lives of clients and methods for gaining information about occupational performance and needs; appraising the internal, external, and statistical validity of intervention evidence; and generating evidence from one's own practice to answer questions about individual or group client outcomes. All EBP courses use facilitated learning processes that encourage graduate students to take responsibility for their own learning, guided by a carefully structured series of assignments. The integrated curriculum scaffolds the translation and application of previously learned knowledge and skills, including EBP knowledge, into different contexts. Student survey data suggest that graduating students view EBP as an integral part of the clinical process and begin to internalize the habits necessary to be evidence-based practitioners.

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Evidence-Based Practice in Occupational Therapy Curricula

Cited by 11 publications

References 23 publications

Embedding graduate attributes during occupational therapy curriculum development: A scoping review and qualitative research synthesis

Embedding graduate attributes during occupational therapy curriculum development: A scoping review and qualitative research synthesis

“The more you did, the more it made sense”: Problem‐based learning to improve early evidence‐based practice in an undergraduate physiotherapy professional programme

Facilitated Learning Model to Teach Habits of Evidence-Based Reasoning Across an Integrated Master of Science in Occupational Therapy Curriculum

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