Teaching evidence-based practice principles to prepare health professions students for an interprofessional learning experience.
Objective: The research assessed online learning modules designed to teach health professions students evidence-based practice (EBP) principles in an interprofessional context across two institutions. Methods: Students from nine health professions at two institutions were recruited to participate in...
| Publicado en: | Journal of the Medical Library Association Vol. 105; no. 4; pp. 376 - 385 |
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| Autores principales: | , , , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
University of Pittsburgh, University Library System
Oct2017
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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=125559507&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 125559507 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 15365050 PI8 jtl: Journal of the Medical Library Association issn: 15365050 maglogo: N pubinfo: dt: Oct2017 vid: 105 iid: 4 pid: 60406 pub: University of Pittsburgh, University Library System place: Pittsburgh, Pennsylvania artinfo: ui: 125559507 125559507 125559507 10.5195/jmla.2017.179 125559507 ppf: 376 ppct: 9 formats: fmt: @attributes: type: P tig: atl: Teaching evidence-based practice principles to prepare health professions students for an interprofessional learning experience. aug: au: Aronoff, Nell Stellrecht, Elizabeth Lyons, Amy G. Zafron, Michelle L. Glogowski, Maryruth Grabowski, Jeremiah Ohtake, Patricia J. affil: Senior Assistant Librarian, Libraries, University at Buffalo, Abbott Hall, 3435 Main Street, Buffalo, NY 14214 sug: subj: Education, Medical Education, Non-Traditional Education, Interdisciplinary Professional Practice, Evidence-Based Human Learning Methods Computerized Literature Searching P-Value Confidence Intervals One-Way Analysis of Variance PubMed Funding Source Clinical Assessment Tools Course Content ab: Objective: The research assessed online learning modules designed to teach health professions students evidence-based practice (EBP) principles in an interprofessional context across two institutions. Methods: Students from nine health professions at two institutions were recruited to participate in this pilot project consisting of two online learning modules designed to prepare students for an in-person case-based interprofessional activity. Librarians and an instructional designer created two EBP modules. Students' competence in EBP was assessed before and after the modules as well as after the in-person activity. Students evaluated the online learning modules and their impact on the students' learning after the inperson session. Results: A total of 39 students from 8 health professions programs participated in the project. Average quiz scores for online EBP module 1 and module 2 were 83% and 76%, respectively. Following completion of the learning modules, adapted Fresno test of competence in EBP scores increased (p=0.001), indicating that the modules improved EBP skill competence. Student evaluations of the learning modules were positive. Students indicated that they acquired new information skills that contributed to their ability to develop a patient care plan and that they would use these information skills in their future clinical practice. Conclusions: Online EBP learning modules were effective in developing EBP knowledge and skills for health professions students. Using the same modules ensured that students from different health professions at different stages of their professional programs had consistent knowledge and enabled each student to fully engage in an interprofessional evidence-based activity. Student feedback indicated the modules were valued and beneficial. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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