Rotor E1, Palad Y1, Cayco C1, Tiu CJ1, Perez KE1, Gorgon EJ1
1University of the Philippines Manila College of Allied Medical Professions, Physical Therapy, Ermita, Manila, Philippines
Background: Literature suggests that early exposure to EBP concepts in entry-level education can instill a culture of EBP use in clinical practice. However, available studies show that although there is improvement in knowledge of and attitudes toward EBP, clinical uptake is still low. The reason for this discrepancy is not completely known. The few studies that have examined outcomes of EBP education may be limited by methodology (eg. inclusion of participants who were still students; focus on short-term outcomes; use of survey without exploring participants' narratives; lack of focus on educational experiences of participants) and healthcare setting (focus on developed countries that present different sociocultural context and healthcare complexities from developing countries). Evaluating long-term outcomes of EBP education may lead to improvements in EBP education that can potentially increase use of EBP in practice.
Purpose: This study determined the outcomes of the entry-level education on EBP among graduates of an undergraduate physical therapy program in the Philippines, and explored their views regarding their EBP education and how it influences their practice.
Methods: A convergent parallel mixed-methods design was used wherein quantitative and qualitative data were gathered and analyzed independently. The Evidence-based Practice Profile-2 questionnaire (EBP2) was used to gather scores for EBP knowledge, attitude, and behaviors, and data were analyzed descriptively. Associations of EBP2 domain scores and factors related to EBP uptake were explored. Qualitative data were gathered through focus group discussions (FGD) and open-ended questions in the EBP2, and subjected to direct content thematic analysis. Quantitative and qualitative results were then interpreted together to gain a deeper and more insightful understanding of the outcomes of their EBP education.
Results: Seventy-eight graduates of the program, two to seven years into clinical practice, completed the questionnaire. Eight participated in two FGDs. Four categories and 12 themes were derived from the qualitative data. Participants scored highest on the EBP2 Relevance domain (mean = 4.524), which converged with qualitative categories 'Strength in EBP education' and 'Improving EBP education'. The EBP2 Practice domain (mean = 2.516) was scored lowest, which converged with qualitative categories 'Lack of institutional support' and 'Health care structure conducive for EBP'. Positive responses to the item 'find time to read research' were associated with higher EBP attitude (Relevance domain, r=.623) and uptake (Practice domain, r=.587).
Conclusion(s): Findings suggest that early EBP education led to adequate knowledge, confidence, and positive attitudes, but practice barriers, such as insufficient time and lack of institutional support, hinder EBP uptake. There is a need to revisit the EBP education program to integrate competences that can complement real-world demands of practice.
Implications: This study provides useful insights on how undergraduate curricula may be structured to longitudinally develop EBP skills, foster collaborative teaching-learning strategies with clinical educators, and clarify educational outcomes that will help students use EBP while navigating the complexities of real-world clinical practice.
Keywords: Evidence-based practice, entry-level education, outcomes
Funding acknowledgements: This study was funded by the Academic Program Improvement grant of the University of the Philippines Manila.
Purpose: This study determined the outcomes of the entry-level education on EBP among graduates of an undergraduate physical therapy program in the Philippines, and explored their views regarding their EBP education and how it influences their practice.
Methods: A convergent parallel mixed-methods design was used wherein quantitative and qualitative data were gathered and analyzed independently. The Evidence-based Practice Profile-2 questionnaire (EBP2) was used to gather scores for EBP knowledge, attitude, and behaviors, and data were analyzed descriptively. Associations of EBP2 domain scores and factors related to EBP uptake were explored. Qualitative data were gathered through focus group discussions (FGD) and open-ended questions in the EBP2, and subjected to direct content thematic analysis. Quantitative and qualitative results were then interpreted together to gain a deeper and more insightful understanding of the outcomes of their EBP education.
Results: Seventy-eight graduates of the program, two to seven years into clinical practice, completed the questionnaire. Eight participated in two FGDs. Four categories and 12 themes were derived from the qualitative data. Participants scored highest on the EBP2 Relevance domain (mean = 4.524), which converged with qualitative categories 'Strength in EBP education' and 'Improving EBP education'. The EBP2 Practice domain (mean = 2.516) was scored lowest, which converged with qualitative categories 'Lack of institutional support' and 'Health care structure conducive for EBP'. Positive responses to the item 'find time to read research' were associated with higher EBP attitude (Relevance domain, r=.623) and uptake (Practice domain, r=.587).
Conclusion(s): Findings suggest that early EBP education led to adequate knowledge, confidence, and positive attitudes, but practice barriers, such as insufficient time and lack of institutional support, hinder EBP uptake. There is a need to revisit the EBP education program to integrate competences that can complement real-world demands of practice.
Implications: This study provides useful insights on how undergraduate curricula may be structured to longitudinally develop EBP skills, foster collaborative teaching-learning strategies with clinical educators, and clarify educational outcomes that will help students use EBP while navigating the complexities of real-world clinical practice.
Keywords: Evidence-based practice, entry-level education, outcomes
Funding acknowledgements: This study was funded by the Academic Program Improvement grant of the University of the Philippines Manila.
Topic: Education: methods of teaching & learning; Professional practice: other
Ethics approval required: Yes
Institution: University of the Philippines Manila
Ethics committee: Research Ethics Board
Ethics number: UPMREB 2016-425-01
All authors, affiliations and abstracts have been published as submitted.
