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):6902220010. https://doi.org/10.5014/ajot.2015.014597
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© 2020 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.
Occupational therapy managers who value EBP should consider collaborating with local universities to offer a series of professional development activities targeted at increasing practitioners’ EBP knowledge and skills. Such professional development activities should be focused on addressing the evidence needs of the specific practice setting.
Professional development activities should be strategically timed and designed to provide the just-right level of challenge to participants.
Didactic instruction combined with opportunities for guided practice should be considered.
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