Strategies for Using the APTA Section on Research Evidence-Based Practice Curriculum Guidelines

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Section: Methodsmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Evidence-Based Practice Doctor of Physical Therapy Curricular Guideline Utilization: A Convergent Parallel Mixed Methods Study

Chen¹,

Selby-Silverstein²,

Greenberger³

et al. 2022

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“…1 The American Physical Therapy Association Section on Research, EBP Special Interest Group, published the first consensus guideline on curricular objectives for teaching EBP in entry-level Physical Therapy programs. 4,5 The document delineated learning objectives for each of the five steps of teaching EBP (Figure 1) and the skills required for efficient and critical integration of published evidence into clinical practice. 4,5…”

Section: Background and Purposementioning

confidence: 99%

“…4,5 The document delineated learning objectives for each of the five steps of teaching EBP (Figure 1) and the skills required for efficient and critical integration of published evidence into clinical practice. 4,5…”

Section: Background and Purposementioning

confidence: 99%

Lessons Learned After Integrating the Five Steps of Evidence-Based Practice Into a Doctor of Physical Therapy Curriculum

Lis¹,

Snowdon²,

Downey³

2023

Background and Purpose. Teaching evidence-based practice (EBP) has become a standard curricular goal for Doctor of Physical Therapy (DPT) education programs. In 2014, the American Physical Therapy Association published a consensus document to provide guidance on curricular objectives for teaching EBP in entry-level DPT programs. The document reinforced the need to promote skills related to the efficient and critical consumption of published evidence. The purpose of this case report is to describe the collaborative process of integrating the EBP guidelines in one university's DPT curriculum. Case Description. Faculty of EBP courses, in collaboration with a health sciences librarian, worked collaboratively to review and redesign the courses that teach and promote the skills required for an efficient EBP entry-level clinician, using the EBP guidelines as a reference document. Integrating the guidelines, specifically the five steps of teaching EBP, required creating a curricular thread for both the didactic and the clinical portions of the program, the development of standardized tools to optimize the students’ learning, promotion of literature search and appraisal skills, and designing instructional activities, assignments, and standardized rubrics. Outcomes. The effectiveness of the curricular integration process was evaluated using students’ self-efficacy with the acquired EBP skills. Data indicated students who participated in the modified curriculum perceived to have achieved all terminal objectives for each of the EBP steps. Discussion. This case study highlights the benefits of progressive and early exposure to EBP to facilitate integration into clinical practice. Additionally, it reinforced the idea of EBP as a learnable skill that requires practice and experiential learning. Conclusion. It is feasible to successfully integrate EBP guidelines into a physical therapist program.

What's the Task Value? Understanding Doctor of Physical Therapy Students' Perceptions of the Value and Relevance of Evidence-Based Practice

Hayward¹,

English²

2018

Background and Purpose. The profession of physical therapy requires clinicians to value and use evidence-based practice (EBP) in their decision-making process with patients. Although EBP has been incorporated into doctor of physical therapy (DPT) curricula for 2 decades, a gap between knowledge and practice persists. As a first step to addressing this gap, academic programs can focus on fostering students' valuing of EBP and research methods. The current method/model set out to achieve this with task value (TV) as the theoretical basis. Task value is a theory of motivation based on four constructs: intrinsic value (IV), cost, attainment, and utility. Based on the TV theory, the purposes of this method/model were to (1) clarify students' definition of EBP in clinical practice; (2) explicitly link “EBP/Research Methods” and their future role as a clinical practitioner; and (3) further students' understanding of EBP and research methods by providing an opportunity for them to practice these skills. Method/Model Description and Evaluation. Eighty-one, third-year DPT students enrolled in a 6-year, entry-level DPT program participated in the “EBP/Research Methods” course. The educational intervention incorporated a course advanced organizer to illustrate assignment linkages, a graphic that provided an overview that illustrated the EBP process in the clinic, EBP assignments, an interactive student response system to uncover students' knowledge and understanding in real time, and article critiques, which underscored the value and importance of EBP. Evaluation consisted of a 10-question online survey, with 7 questions designed to measure the four constructs of TV. Two reflective papers were used to identify students' definition of EBP; perceived costs to use in a clinical setting; and course activities that impacted students' understanding of EBP. The survey and reflective papers were administered before and after course intervention. Outcomes. Paired t tests were conducted on the seven questions related to the TV scale. Overall, mean values of IV of EBP reported on the presurvey were high and did not change significantly postsurvey. However, the cost measure decreased significantly from pre- to postsurvey P < .00, as did the measures of attainment (P = .001) and utility (P = .002). Qualitative data revealed that the contributors to perceived costs of learning about EBP included the following: lack of clinical experience, fear of challenging authority, lack of access to medical literature, and lack of time. Discussion and Conclusion. Although students generally reported a high level of IV for EBP that did not change significantly after the course, their perception of cost, attainment value, and utility value decreased significantly. These changes may have been due to students' increased understanding of EBP/Research Methods, which resulted in their perceiving greater cost. Educators may expect this response as students discover that EBP is complex and has an ongoing learning process. More positive perceptions may occur once students gain clinical experience. Pedagogical models must systematically and longitudinally target improvement of student value and motivation for using EBP. Recognition that EBP is a continuous process is critical to its development in students and practicing clinicians.