Evidence-based practice training for health professionals in the Philippines

Dizon, Janine Margarita; Dizon, Ryan Joseph; Regino, Jocel; Gabriel, Alberto

doi:10.2147/amep.s54459

Cited by 10 publications

(8 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Results from the current study, then, concur with the assertion that teaching EBP is more than simply providing students with knowledge about research and evidence, but must consider how best to foster values and attitudes [45]. This may include strengthening the skills for teaching the affective domain as a focus of health science programs [46].…”

Section: Discussionsupporting

confidence: 76%

Graduates’ affective transfer of research skills and evidence based practice from university to employment in clinics

et al. 2020

View full text Add to dashboard Cite

Background: This research sought to determine the impact of explicit program-based development of skills associated with research and Evidence Based Practice (EBP) on the attitudes and sustained behaviours of graduates subsequently employed in clinics. Systematic reviews have shown that university teaching of EBP and research skills rarely result in transfer of commensurate attitudes and sustained behaviours of students to their subsequent studies or to employment. Studies have therefore called for detailed exploration of what may enable this transfer of knowledge and skills to attitudes and behaviours. In keeping with these calls, this paper presents a fine-grained qualitative study of graduates' research skills and EBP in clinics with particular reference to pertinent attitudes, values and behaviours sustained, or further developed, one year after program completion. Methods: The study revolved around employed graduates of a Bachelor of Oral Health (BOH) program, which used the Research Skill Development (RSD) framework to structure the explicit, coherent and cyclic development of the skills associated with research in multiple semesters of the degree. One year after their completion of the BOH program, semi-structured interviews were conducted with nine employed graduates, three from each of three consecutive cohorts, to gain their professional perspectives on their research skills and EBP developed at university and then used in clinics. While the predetermined interview questions focused on employed graduates' knowledge and skills, the attitudes and values around research skills and EBP emerged spontaneously. Results: Graduates that were interviewed relayed in detail their attitudes and values associated with research skills and EBP when asked about their work in clinics, even though the affective elements were not specifically elicited. In the employment context, the positive affective aspects of the skills associated with research and EBP that graduates discussed were pronounced, and this contrasted with working graduates retrospective view of university research skills and EBP. Conclusions: The richness of affective interaction with patients was a factor that enabled the interviewed graduates to transfer university knowledge and skills into attitudes and behaviours associated with EBP. We recommend similar fine-grained qualitative research to further develop constructs that enable quantification of the interplay of cognitive and affective facets in researching and EBP.

show abstract

Section: Discussionsupporting

confidence: 76%

Graduates’ affective transfer of research skills and evidence based practice from university to employment in clinics

et al. 2020

View full text Add to dashboard Cite

show abstract

“…This is not dissimilar to improvements reported among medical practitioners and allied health professionals following EBP education (Dizon et al . , ). The positive changes in EBP‐related skill most likely reflect changes in research knowledge, research literacy and self‐efficacy (van Dinther et al .…”

Section: Discussionmentioning

confidence: 99%

The impact of research education on student nurse attitude, skill and uptake of evidence‐based practice: a descriptive longitudinal survey

Leach

Hofmeyer

Bobridge

2015

Journal of Clinical Nursing

View full text Add to dashboard Cite

show abstract

“…Sample sizes ranged from 12 to 12795. Samples included physicians/healthcare workers being trained and clusters of regions where trainings were conducted (Ajuwon et al, 2008;Arreola-Risa et al, 2007;Autry et al, 2013;Baig et al, 2008;Bedada et al, 2015;Brown et al, 2000;Dizon et al, 2014;Dodani et al, 2008;Goodwin et al, 2011;Goudar et al, 2011;Hashmi et al, 2013;Hoban et al, 2013;Husum et al, 2003a;Husum et al, 2003b;Kauye et al, 2014;Kebede et al, 2012;Kulier et al, 2012;Levine et al, 2011;Lewin et al, 2005;Makanjuola et al, 2012;Tomatis et al, 2011;van Heng et al, 2008;Wang et al, 2014;Wee etal., 2011). Intervention duration ranged from one day to three years.…”

Section: Study Characteristics and Results Of Individual Studiesmentioning

confidence: 99%

“…Intervention duration ranged from one day to three years. Twelve of the studies were pre-post-test design (Ajuwon et al, 2008;Brown et al, 2000;Dizon et al, 2014;Hashmi et al 2013;Hoban et al, 2013;Husum et al, 2003a;Husum et al, 2003b;Kebede et al, 2012;Levine et al, 2005;Makanjuola et al, 2012;Tomatis et al, 2011;vanHeng et al, 2008), 5 were quasi-experimental design (Arreola-Risa et al, 2007;Baig et al, 2008;Bedada et al, 2015;Dodani et al, 2008;Wang et al, 2014), three were Cluster randomized control trials (Goudar et al, 2011;Kulier et al, 2012;Lewin et al, 2011). 2 were cross-sectional design (Kauye et al, 2014;Wee et al, 2011), 1 randomized control trial (Autry et al, 2013), and 1 prospective comparison study (Goodwin et al, 2011).…”

Section: Study Characteristics and Results Of Individual Studiesmentioning

confidence: 99%

“…Out of the 24 articles, four measured knowledge (Ajuwon et al, 2008;Baig et al, 2008;Dodani et al, 2008;Goodwin et al, 2011), eight measured skill (Brown et al, 2000;Goudar et al, 2011;Hashmi et al, 2013;Husum et al, 2003a;Husum et al, 2003b;Kauye et al, 2014;Kebede et al, 2012;Lewin et al, 2005), seven measured knowledge and skill (Autry et al, 2013;Dizon et al, 2014;Hoban et al, 2013;Kulier et al, 2012;Levine et al, 2011;Wang et al, 2014;Wee et al, 2011), two measured mortality and skill (van Heng et al, 2008;Arreola-Risa et al, 2007), one measured knowledge and attitudes (Makanjuola et al, 2012), and two measured knowledge, skill, and attitudes (Kulier et al, 2012;Tomatis et al, 2011). Table 4 provides a comparison of the training methods used in eligible studies.…”

Section: Study Characteristics and Results Of Individual Studiesmentioning

confidence: 99%

See 1 more Smart Citation

Effective Strategies for Global Health Training Programs A Systematic Review of Training Outcomes in Low and Middle Income Countries

Dawson¹,

Walker²,

Campbell³

et al. 2016

GJHS

View full text Add to dashboard Cite

Introduction: Low and middle-income countries face a continued burden of chronic illness and non-communicable diseases while continuing to show very low health worker utilization. With limited numbers of medical schools and a workforce shortage the poor health outcomes seen in many low and middle income countries are compounded by a lack of within country medical training. Methods:Using a systematic approach, this paper reviews the existing literature on training outcomes in low and middle-income countries in order to identify effective strategies for implementation in the developing world. This review examined training provided by high-income countries to low-and middle-income countries.Results: Based on article eligibility, 24 articles were found to meet criteria. Training methods found include workshops, e-learning modules, hands-on skills training, group discussion, video sessions, and role-plays. Of the studies with statistically significant results training times varied from one day to three years. Studies using both face-to-face and video found statistically significant results.Discussion: Based on the results of this review, health professionals from high-income countries should be encouraged to travel to low-middle-income countries to assist with providing training to health providers in those countries.

show abstract

Evidence-based practice training for health professionals in the Philippines

Cited by 10 publications

References 19 publications

Graduates’ affective transfer of research skills and evidence based practice from university to employment in clinics

Graduates’ affective transfer of research skills and evidence based practice from university to employment in clinics

The impact of research education on student nurse attitude, skill and uptake of evidence‐based practice: a descriptive longitudinal survey

Effective Strategies for Global Health Training Programs A Systematic Review of Training Outcomes in Low and Middle Income Countries

Contact Info

Product

Resources

About