Building evidence-based practice competencies among rehabilitation students: a qualitative exploration of faculty and preceptors' perspectives.
Education
Evidence-based practice
Faculty
Occupational therapy
Physical therapy
Preceptor
Qualitative research
Rehabilitation
Speech-language pathology
Teaching
Journal
Advances in health sciences education : theory and practice
ISSN: 1573-1677
Titre abrégé: Adv Health Sci Educ Theory Pract
Pays: Netherlands
ID NLM: 9612021
Informations de publication
Date de publication:
Oct 2021
Oct 2021
Historique:
received:
01
06
2020
accepted:
09
04
2021
pubmed:
26
4
2021
medline:
26
10
2021
entrez:
25
4
2021
Statut:
ppublish
Résumé
Medical education literature suggests clinically-integrated teaching may be the most effective approach to teach evidence-based practice (EBP). Before implementing this educational best practice in rehabilitation curricula, it is imperative to better understand the current context, barriers and facilitators to teach EBP in rehabilitation from the academic to the clinical setting. The aim of this study was to explore faculty and preceptors' experiences and perceptions of teaching EBP in rehabilitation professions, namely occupational therapy, physical therapy and speech-language pathology. We gathered data from seven focus groups and an individual interview with a sample of 24 faculty and 15 preceptors, i.e., clinical supervisors. Data collected were subjected to inductive thematic content analysis. We identified three overarching themes and corresponding strategies. First, "Recognizing EBP as a multifaceted concept" denoted participants' lack of consensus regarding the meaning and scope of EBP, and their awareness of such discrepancies. Second, "Complexity of EBP is at the core of teaching practices and experiences" referred to participants' perception of EBP as a complex process involving high-level cognitive skills, which influenced their teaching practices and challenged students and themselves. Third, "Connections and divides between research and practice" represented the limited and delicate connection between faculty and preceptors, the factors either bridging or maintaining the gap between them, and the impacts of such connections and divides on teaching. Improving collaboration between faculty and preceptors constitutes an essential first step towards more effective EBP training programs in rehabilitation that could be facilitated through online communities of practice or integrated knowledge translation research projects.
Identifiants
pubmed: 33895888
doi: 10.1007/s10459-021-10051-0
pii: 10.1007/s10459-021-10051-0
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
1311-1338Informations de copyright
© 2021. The Author(s), under exclusive licence to Springer Nature B.V.
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