Introduction
Evidence-based practice (EBP) is an essential component of high-quality healthcare, guiding professionals to make decisions based on the best available research, clinical expertise, and patient values. In the continually evolving healthcare environment, allied health professionals (AHPs) must continuously update their skills and knowledge to provide the best care possible. A recent study published in BMC Medical Education addresses this need by assessing the impact of a small-group educational intervention aimed at improving AHPs’ EBP capabilities.
DOI: 10.1186/s12909-019-1567-1
Methodology and Participant Engagement
The intervention, conducted by Mickan et al. (2019), was composed of four monthly workshops focusing on increasing the knowledge, skills, self-efficacy, and behavior of AHPs related to EBP. The mixed methods study included sixteen AHPs who engaged in hands-on EBP activities between sessions and who completed a series of pre and post-intervention assessments. Tools such as the Evidence-based Practice Confidence Scale and the adapted Fresno test gauged participants’ growth in EBP understanding and implementation.
Results of the Intervention
Quantitative data revealed meaningful improvements. There was a significant increase in participants’ self-efficacy for EBP after intervention (mean change 15, p < 0.001). Additionally, participants demonstrated enhanced EBP behaviors (mean change 7, p < 0.001). Although the positive change in EBP knowledge as per the adapted Fresno test was not statistically significant (mean change 10, p = 0.21), participants conveyed instances of heightened awareness and skill development during focus group discussions.
Participants’ Reception and Insights
A qualitative analysis of feedback from satisfaction questionnaires and focus groups revealed that participants appreciated the learning experience, with a preference for short, regular workshops over longer sessions. Several clinicians reported applying new EBP skills in their practice and shared successes with peers. This peer-sharing aspect highlighted the potential for a cascading positive effect within healthcare teams.
Discussion
The study’s findings resonate with literature emphasizing the necessity of continuous, practical, and interactive education for evidence-based healthcare improvement. Upton et al. (2012) and Dizon et al. (2012) highlight the need for ongoing EBP education among AHPs. McCluskey and Lovarini (2005) and Wilkinson et al. (2016) reinforce the argument, referencing the gap between knowledge acquisition and behavioral change. Key within the discussion is the emphasis on confidence and self-efficacy as critical factors in adopting EBP, supported by research from Yeh and Park (2015) and Schmidt and Bjork (1992).
Implications for Practice
The implications for clinical practice are promising. A tailored educational strategy, such as the one examined, has the potential to transform AHPs’ daily practice — empowering them to utilize research evidence for improved patient outcomes actively. Squires et al. (2014) and Forsetlund et al. (2009) have similarly underscored the impact of multifaceted interventions on healthcare practices.
Recommendations for Future Research and Applications
The study’s positive outcomes suggest replicating and expanding upon this EBP educational format. Future interventions might benefit from considering individual learner differences and promoting a culture of EBP support within healthcare institutions.
Artino (2012) and Sewell and St George (2009) propose the importance of academic self-efficacy, which aligns closely with the EBP confidence emphasized in this study. Tilson and Mickan’s (2014) research further bolsters this focus on confidence, suggesting that enhanced self-belief in EBP capabilities may lead to sustained behavioral changes.
Limitations of the Study
Despite favorable outcomes, limitations to this study exist, such as the small sample size and support from a single institution which may compromise generalizability. Additionally, self-reported measures may introduce bias. However, the CREATE framework used in this study aids in offsetting some of these limitations by providing a structured approach to evaluating educational interventions.
Conclusion
Overall, this study presents compelling evidence supporting the notion that strategically designed educational interventions can positively influence the EBP competencies of AHPs. Enabled by greater confidence and practical skills, AHPs can likely improve clinical practices, leading to elevated quality of patient care.
Keywords
1. Evidence-based practice education
2. Allied Health Professionals
3. EBP skills training
4. Healthcare workshops effectiveness
5. Clinical practice improvement
References
1. Mickan, S. et al. (2019). The impact of a small-group educational intervention for allied health professionals to enhance evidence-based practice: mixed methods evaluation. BMC Medical Education, 19, 131. https://doi.org/10.1186/s12909-019-1567-1
2. Upton, P. et al. (2012). The adoption and implementation of evidence-based practice (EBP) among allied health professions. International Journal of Therapy and Rehabilitation, 19(9), 497-503. https://doi.org/10.12968/ijtr.2012.19.9.497
3. Dizon, J.M.R. et al. (2012). Current evidence on evidence-based practice training in allied health: a systematic review of the literature. International Journal of Evidence-Based Healthcare, 10(4), 347-360. https://doi.org/10.1111/j.1744-1609.2012.00295.x
4. McCluskey, A. & Lovarini, M. (2005). Providing education on evidence-based practice improved knowledge but did not change behaviour: a before and after study. BMC Medical Education, 5, 40. https://doi.org/10.1186/1472-6920-5-40
5. Wilkinson, S.A. et al. (2016). An evidence-based approach to influencing evidence-based practice in allied health. Journal of Allied Health, 45(1), 41-48. PMID: 26937881