Teaching evidence-based practice in physical therapy: critical competencies and necessary conditions.
Background and Purpose. Over the last sever-al years, physical therapist educators have incorporated evidence-based practice into curricula and courses. At this juncture, we can move toward a shared vision for teaching evidence-based practice by delineating evidence-based practice competencies and s...
| Publicado en: | Journal of Physical Therapy Education (American Physical Therapy Association, Education Section) Vol. 18; no. 3; pp. 4 - 12 |
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| Formato: | tables/charts Journal Article |
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APTA Academy of Education
Winter2004
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=106612215&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 106612215 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 08991855 IKI jtl: Journal of Physical Therapy Education (American Physical Therapy Association, Education Section) issn: 08991855 maglogo: N pubinfo: dt: Winter2004 vid: 18 iid: 3 pid: 21142 pub: APTA Academy of Education place: Alexandria, Virginia artinfo: ui: 106612215 2005073697 10.1097/00001416-200410000-00002 106612215 ppf: 4 ppct: 8 formats: fmt: @attributes: type: P tig: atl: Teaching evidence-based practice in physical therapy: critical competencies and necessary conditions. aug: au: Slavin MD affil: Director of Education and Dissemination, Health and Disability Research Institute, Boston University, 53 Bay State Road, Boston, MA 02215; mslavin@bu.edu sug: subj: Education, Physical Therapy Physical Therapy Practice, Evidence-Based Education Clinical Competence Research Question Literature Review Critical Thinking Reflection Teaching Methods Student Attitudes Students, Physical Therapy Lifelong Learning Curriculum Academic Performance Education, Clinical ab: Background and Purpose. Over the last sever-al years, physical therapist educators have incorporated evidence-based practice into curricula and courses. At this juncture, we can move toward a shared vision for teaching evidence-based practice by delineating evidence-based practice competencies and sharing strategies for teaching and assessing these competencies. Position and Rationale. Evidence-based practice competencies involve skills in the following five domains: asking a focused clinical question, conducting literature searches, critically appraising literature, applying evidence, and evaluating the process. Teaching evidence-based practice also requires a program structure that allows for integration of content across academic courses and clinical education. Important learner attitudes include a tolerance for ambiguity and commitment of life-long learning. Discussion and Conclusion. To improve evidence-based practice teaching we need to examine the effects of teaching methods and curricular design on student knowledge, skills, attitudes and behavior. We also need to assess the impact of evidence-based practice on patient outcomes. pubtype: Academic Journal doctype: tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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