A multi-professional evidence-based practice course improved allied health students' confidence and knowledge

Sally Bennett, Tammy Hoffmann, Miranda Arkins

Research output: Contribution to journalArticleResearchpeer-review

15 Citations (Scopus)

Abstract

PURPOSE: To evaluate the effectiveness of a semester-long multi-professional university course teaching evidence-based practice principles to allied health students in terms of changes in attitudes, confidence, and perceived and actual knowledge regarding evidence-based practice.

METHODS: This was a pre-post study of allied health students who completed a multi-professional university course that taught evidence-based practice skills and concepts. The course was run over a 13-week period (2 hours per week) and utilized didactic lectures, tutorial and workshop formats, and a hands-on database searching session. Participants completed a questionnaire which assessed their attitudes, confidence, and perceived and actual knowledge regarding evidence-based practice on the first and last day of the course.

RESULTS: Ninety-one students participated in the study; however, complete data sets were available for only 59 participants. Attitudes towards evidence-based practice did not significantly improve; however, attitudes were already positive prior to undertaking the course. There was a statistically significant improvement in confidence with a mean increase of 9.02 [score range 6-30, 95% confidence interval (CI) 8.21, 9.82]. Perceived knowledge improved with a statistically significant mean increase of 14.15 (score range 5-25, 95% CI 12.55, 15.75) and there was a statistically significant mean increase in actual knowledge of 3.56 (score range 0-10, 95% CI 2.83, 4.29).

CONCLUSIONS: Teaching evidence-based practice skills and concepts to allied health students within a multi-professional university curriculum improved confidence and perceived and actual knowledge regarding evidence-based practice. Further research is needed to determine if these changes result in long-term behaviour change once students graduate, and to consider optimal methods for multi- and interprofessional delivery of evidence-based practice training.

Original languageEnglish
Pages (from-to)635-639
Number of pages5
JournalJournal of Evaluation in Clinical Practice
Volume17
Issue number4
DOIs
Publication statusPublished - Aug 2011
Externally publishedYes

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Evidence-Based Practice
Students
Health
Confidence Intervals
Teaching
Curriculum
Databases
Education
Research

Cite this

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title = "A multi-professional evidence-based practice course improved allied health students' confidence and knowledge",
abstract = "PURPOSE: To evaluate the effectiveness of a semester-long multi-professional university course teaching evidence-based practice principles to allied health students in terms of changes in attitudes, confidence, and perceived and actual knowledge regarding evidence-based practice.METHODS: This was a pre-post study of allied health students who completed a multi-professional university course that taught evidence-based practice skills and concepts. The course was run over a 13-week period (2 hours per week) and utilized didactic lectures, tutorial and workshop formats, and a hands-on database searching session. Participants completed a questionnaire which assessed their attitudes, confidence, and perceived and actual knowledge regarding evidence-based practice on the first and last day of the course.RESULTS: Ninety-one students participated in the study; however, complete data sets were available for only 59 participants. Attitudes towards evidence-based practice did not significantly improve; however, attitudes were already positive prior to undertaking the course. There was a statistically significant improvement in confidence with a mean increase of 9.02 [score range 6-30, 95{\%} confidence interval (CI) 8.21, 9.82]. Perceived knowledge improved with a statistically significant mean increase of 14.15 (score range 5-25, 95{\%} CI 12.55, 15.75) and there was a statistically significant mean increase in actual knowledge of 3.56 (score range 0-10, 95{\%} CI 2.83, 4.29).CONCLUSIONS: Teaching evidence-based practice skills and concepts to allied health students within a multi-professional university curriculum improved confidence and perceived and actual knowledge regarding evidence-based practice. Further research is needed to determine if these changes result in long-term behaviour change once students graduate, and to consider optimal methods for multi- and interprofessional delivery of evidence-based practice training.",
author = "Sally Bennett and Tammy Hoffmann and Miranda Arkins",
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A multi-professional evidence-based practice course improved allied health students' confidence and knowledge. / Bennett, Sally; Hoffmann, Tammy; Arkins, Miranda.

In: Journal of Evaluation in Clinical Practice, Vol. 17, No. 4, 08.2011, p. 635-639.

Research output: Contribution to journalArticleResearchpeer-review

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T1 - A multi-professional evidence-based practice course improved allied health students' confidence and knowledge

AU - Bennett, Sally

AU - Hoffmann, Tammy

AU - Arkins, Miranda

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N2 - PURPOSE: To evaluate the effectiveness of a semester-long multi-professional university course teaching evidence-based practice principles to allied health students in terms of changes in attitudes, confidence, and perceived and actual knowledge regarding evidence-based practice.METHODS: This was a pre-post study of allied health students who completed a multi-professional university course that taught evidence-based practice skills and concepts. The course was run over a 13-week period (2 hours per week) and utilized didactic lectures, tutorial and workshop formats, and a hands-on database searching session. Participants completed a questionnaire which assessed their attitudes, confidence, and perceived and actual knowledge regarding evidence-based practice on the first and last day of the course.RESULTS: Ninety-one students participated in the study; however, complete data sets were available for only 59 participants. Attitudes towards evidence-based practice did not significantly improve; however, attitudes were already positive prior to undertaking the course. There was a statistically significant improvement in confidence with a mean increase of 9.02 [score range 6-30, 95% confidence interval (CI) 8.21, 9.82]. Perceived knowledge improved with a statistically significant mean increase of 14.15 (score range 5-25, 95% CI 12.55, 15.75) and there was a statistically significant mean increase in actual knowledge of 3.56 (score range 0-10, 95% CI 2.83, 4.29).CONCLUSIONS: Teaching evidence-based practice skills and concepts to allied health students within a multi-professional university curriculum improved confidence and perceived and actual knowledge regarding evidence-based practice. Further research is needed to determine if these changes result in long-term behaviour change once students graduate, and to consider optimal methods for multi- and interprofessional delivery of evidence-based practice training.

AB - PURPOSE: To evaluate the effectiveness of a semester-long multi-professional university course teaching evidence-based practice principles to allied health students in terms of changes in attitudes, confidence, and perceived and actual knowledge regarding evidence-based practice.METHODS: This was a pre-post study of allied health students who completed a multi-professional university course that taught evidence-based practice skills and concepts. The course was run over a 13-week period (2 hours per week) and utilized didactic lectures, tutorial and workshop formats, and a hands-on database searching session. Participants completed a questionnaire which assessed their attitudes, confidence, and perceived and actual knowledge regarding evidence-based practice on the first and last day of the course.RESULTS: Ninety-one students participated in the study; however, complete data sets were available for only 59 participants. Attitudes towards evidence-based practice did not significantly improve; however, attitudes were already positive prior to undertaking the course. There was a statistically significant improvement in confidence with a mean increase of 9.02 [score range 6-30, 95% confidence interval (CI) 8.21, 9.82]. Perceived knowledge improved with a statistically significant mean increase of 14.15 (score range 5-25, 95% CI 12.55, 15.75) and there was a statistically significant mean increase in actual knowledge of 3.56 (score range 0-10, 95% CI 2.83, 4.29).CONCLUSIONS: Teaching evidence-based practice skills and concepts to allied health students within a multi-professional university curriculum improved confidence and perceived and actual knowledge regarding evidence-based practice. Further research is needed to determine if these changes result in long-term behaviour change once students graduate, and to consider optimal methods for multi- and interprofessional delivery of evidence-based practice training.

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SP - 635

EP - 639

JO - Journal of Evaluation in Clinical Practice

JF - Journal of Evaluation in Clinical Practice

SN - 1356-1294

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