Students 4 Best Evidence as a digital Problem-Based Learning method to improve Evidence-Based Practice competencies in undergraduate physiotherapy students: an observational study.
evidence-based practice
Journal
BMJ evidence-based medicine
ISSN: 2515-4478
Titre abrégé: BMJ Evid Based Med
Pays: England
ID NLM: 101719009
Informations de publication
Date de publication:
10 2021
10 2021
Historique:
accepted:
21
09
2020
pubmed:
23
10
2020
medline:
26
11
2021
entrez:
22
10
2020
Statut:
ppublish
Résumé
Evidence-based practice (EBP) is an essential element in the delivery of high-quality care and healthcare professionals make clinical decisions based on the best available research. Experts and international organisations have emphasised the need for healthcare professionals to possess adequate competencies for EBP. An EBP learning laboratory has been established at an Italian university to educate medical and other health professional students in the use of evidence in clinical practice and research. Students 4 Best Evidence (S4BE) is an online community of students from around the world, from school age to university, who are interested in learning more about EBP. As well as featuring a library of learning resources, the site also provides a platform for students to write their own blogs. The aim of this study is to evaluate the effectiveness of an EBP laboratory, using S4BE as an educational tool, to teach EBP competencies to undergraduate physiotherapy students. We ran an observational pretest and post-test study. The sample included 121 students completing a bachelor's degree in Physiotherapy at an Italian University. The intervention consisted of using the S4BE platform as the digital Problem-Based Learning (DPBL) method to teach EBP competencies. RESULTS: The students showed a significant improvement in all domains (p<0.001), except in the sympathy domain, where the percentage score decreased from 71% to 60%. The best improvements were reached in terminology (54% to 65%) and in practice (41% to 55%) domains. This study proposed an effective educational protocol, based on a DPBL approach, using S4BE as a digital technology tool. Further research is needed to test the effectiveness of this educational protocol compared with traditional learning methods for physiotherapy students. NCT03707119.
Sections du résumé
BACKGROUND
Evidence-based practice (EBP) is an essential element in the delivery of high-quality care and healthcare professionals make clinical decisions based on the best available research. Experts and international organisations have emphasised the need for healthcare professionals to possess adequate competencies for EBP. An EBP learning laboratory has been established at an Italian university to educate medical and other health professional students in the use of evidence in clinical practice and research. Students 4 Best Evidence (S4BE) is an online community of students from around the world, from school age to university, who are interested in learning more about EBP. As well as featuring a library of learning resources, the site also provides a platform for students to write their own blogs.
OBJECTIVES
The aim of this study is to evaluate the effectiveness of an EBP laboratory, using S4BE as an educational tool, to teach EBP competencies to undergraduate physiotherapy students.
DESIGN
We ran an observational pretest and post-test study.
PARTICIPANTS AND SETTING
The sample included 121 students completing a bachelor's degree in Physiotherapy at an Italian University.
INTERVENTION
The intervention consisted of using the S4BE platform as the digital Problem-Based Learning (DPBL) method to teach EBP competencies.
MAIN OUTCOME MEASURES
RESULTS: The students showed a significant improvement in all domains (p<0.001), except in the sympathy domain, where the percentage score decreased from 71% to 60%. The best improvements were reached in terminology (54% to 65%) and in practice (41% to 55%) domains.
CONCLUSION
This study proposed an effective educational protocol, based on a DPBL approach, using S4BE as a digital technology tool. Further research is needed to test the effectiveness of this educational protocol compared with traditional learning methods for physiotherapy students.
TRIAL REGISTRATION NUMBER
NCT03707119.
Identifiants
pubmed: 33087451
pii: bmjebm-2020-111395
doi: 10.1136/bmjebm-2020-111395
doi:
Banques de données
ClinicalTrials.gov
['NCT03707119']
Types de publication
Journal Article
Observational Study
Langues
eng
Sous-ensembles de citation
IM
Pagination
251-252Informations de copyright
© Author(s) (or their employer(s)) 2021. No commercial re-use. See rights and permissions. Published by BMJ.
Déclaration de conflit d'intérêts
Competing interests: None declared.