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Knowledge, skills and barriers to evidence-based practice and the impact of a flipped classroom training program for physical therapists: An observational study.
- Source :
- Physiotherapy Theory & Practice; Dec2022, Vol. 38 Issue 13, p2702-2713, 12p, 2 Diagrams, 8 Charts
- Publication Year :
- 2022
-
Abstract
- To evaluate the knowledge, skills and barriers to evidence-based practice and the impact of evidence-based practice training for physical therapy clinicians. Physical therapists from a health district in Sydney, Australia were invited to participate. The primary outcome was the Assessing Competency in Evidence-based Medicine scale (range 0–15; 15 is high knowledge and skill) to quantify knowledge and skills. The secondary outcomes were the four subscales of the BARRIERS scale (range 1–4; 4 is high barrier) to quantify barriers. Outcomes were collected at baseline and post an evidence-based practice training program (flipped classroom approach that addressed the core competencies for teaching evidence-based practice) of 3 months duration. Registration: Australian and New Zealand Clinical Trial Register (ACTRN12619000038190). 104 participants completed baseline data and 94 completed post-training data. The mean score for the Assessing Competency in Evidence-based Medicine scale for knowledge and skills at baseline was 9.5 (standard deviation 1.6). The mean BARRIERS subscale scores at baseline were: Healthcare Provider 1.9 (0.5); Research 2.2 (0.5); Setting 2.6 (0.5); and Presentation 2.6 (0.5). On average, training increased the Assessing Competency in Evidence-based Medicine scale score by 0.1 points (95% confidence interval −0.2 to 0.5) and reduced barriers by −0.1 (−0.2 to 0.0; Setting subscale) to −0.2 (−0.3 to −0.1; Healthcare Provider subscale). Physical therapists have knowledge and skill in evidence-based practice that is comparable to other allied health professionals, medical students and medical doctors, and encountered barriers to using high-quality clinical research to guide practice. Training did not change knowledge and skills but did reduce barriers. [ABSTRACT FROM AUTHOR]
- Subjects :
- NATIONAL competency-based educational tests
TEACHING methods
PROFESSIONS
EVALUATION of human services programs
SCIENTIFIC observation
CONFIDENCE intervals
PHYSICAL therapy
PROFESSIONAL employee training
EVIDENCE-based medicine
CLINICAL medicine research
PRE-tests & post-tests
PROFESSIONAL competence
RESEARCH funding
DESCRIPTIVE statistics
PHYSICAL therapy research
EDUCATIONAL outcomes
Subjects
Details
- Language :
- English
- ISSN :
- 09593985
- Volume :
- 38
- Issue :
- 13
- Database :
- Complementary Index
- Journal :
- Physiotherapy Theory & Practice
- Publication Type :
- Academic Journal
- Accession number :
- 160402933
- Full Text :
- https://doi.org/10.1080/09593985.2021.1990450