Susan M. Cahill, Brad E. Egan, Minetta Wallingford, Cheryl Huber-Lee, Margret Dess-McGuire; Results of a School-Based Evidence-Based Practice Initiative. Am J Occup Ther 2015;69(2):6902220010p1-6902220010p5. doi: 10.5014/ajot.2015.014597.
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© 2017 American Occupational Therapy Association
OBJECTIVE. To investigate the effects of a 17-mo initiative designed to increase practitioners’ knowledge and skills related to evidence-based practice (EBP) in the schools.
METHOD. We evaluated participants’ EBP knowledge and skills at pretest and posttest using the Adapted Fresno Test (AFT) and collected their perceptions through a survey.
RESULTS. Participants demonstrated significant improvements in their EBP knowledge and skills after participating in this initiative as measured by changes in AFT scores. A significant difference was noted in scores between pretest (μ = 43.9, SD = 32.67) and posttest (μ = 74.66, SD = 33.99), t(28) = −5.645, p < .001.
CONCLUSION. This initiative was influential in increasing school-based practitioners’ EBP knowledge and skills.
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