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For: Tilson JK, Mickan S, Howard R, Sum JC, Zibell M, Cleary L, Mody B, Michener LA. Promoting physical therapists' use of research evidence to inform clinical practice: part 3--long term feasibility assessment of the PEAK program. BMC Med Educ 2016;16:144. [PMID: 27176726 PMCID: PMC4866278 DOI: 10.1186/s12909-016-0654-9] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/25/2015] [Accepted: 04/26/2016] [Indexed: 05/12/2023]

For:	Tilson JK, Mickan S, Howard R, Sum JC, Zibell M, Cleary L, Mody B, Michener LA. Promoting physical therapists' use of research evidence to inform clinical practice: part 3--long term feasibility assessment of the PEAK program. BMC Med Educ 2016;16:144. [PMID: 27176726 PMCID: PMC4866278 DOI: 10.1186/s12909-016-0654-9] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/25/2015] [Accepted: 04/26/2016] [Indexed: 05/12/2023]

Number

Cited by Other Article(s)

Silva AMD, Valentim DP, Martins AL, Padula RS. Instruments to Assess Evidence-Based Practice Among Health Care Professionals: A Systematic Review. HEALTH EDUCATION & BEHAVIOR 2024;51:467-476. [PMID: 37264545 DOI: 10.1177/10901981231170154] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/03/2023]

Haladay D, Morris Z, Tilson J, Fitzgerald C, Applebaum D, Flom-Meland C, DeWaay D, Manal TJ, Gravano T, Anderson S, Miro R, Russ D, Klein A. Development of a Novel Evidence-Based Practice-Specific Competency for Doctor of Physical Therapy Students in Clinical Education: A Modified Delphi Approach. JOURNAL, PHYSICAL THERAPY EDUCATION 2024:00001416-990000000-00112. [PMID: 38814571 DOI: 10.1097/jte.0000000000000350] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/07/2023] [Accepted: 03/04/2024] [Indexed: 05/31/2024]

Affiliation(s)

Douglas Haladay Douglas Haladay is an emeritus board-certified specialist in Orthopaedic Physical Therapy and professor and director for the School of Physical Therapy & Rehabilitation Sciences within the Morsani College of Medicine at the University of South Florida, 12901 North Bruce B. Downs Blvd., MDC 077, Tampa, FL 33612-4766 . Please address all correspondence to Douglas Haladay Zoe Morris is a research coordinator for the School of Physical Therapy & Rehabilitation Sciences at the University of South Florida Julie Tilson is a board-certified specialist in Neurologic Physical Therapy and DPT Program director and professor of Clinical Physical Therapy at the University of Southern California Caitlin Fitzgerald is the associate director of clinical education and assistant professor in the Department of Physical Therapy in the School of Health and Rehabilitation Sciences at MGH Institute of Health Professions Donna Applebaum is assistant professor and the director of clinical education at the Department of Physical Therapy in the School of Health and Rehabilitation Sciences at MGH Institute of Health Professions Cindy Flom-Meland is a board-certified specialist in Neurologic Physical Therapy and professor and chair for the Department of Physical Therapy at the University of North Dakota Deborah DeWaay is a board-certified in Internal Medicine and serves as the associate dean and professor for Undergraduate Medical Education at the University of South Florida Tara Jo Manal is the senior vice president of scientific affairs with the American Physical Therapy Association Tamara Gravano is a board-certified specialist in Geriatric Physical Therapy and an associate professor and assistant director for the School of Physical Therapy and Rehabilitation Sciences at the University of South Florida Stephanie Anderson is a board-certified in Orthopaedic Physical Therapy and assistance clinical professor at Graceland University Rebecca Miro is a research administrator for the School of Physical Therapy and Rehabilitation Sciences at the University of South Florida David Russ is an associate professor and assistant director of research for the School of Physical Therapy and Rehabilitation Sciences at the University of South Florida Aimee Klein is a board-certified specialist in Orthopaedic Physical Therapy and professor and assistant school director for the School of Physical Therapy and Rehabilitation Sciences at the University of South Florida
Zoe Morris Douglas Haladay is an emeritus board-certified specialist in Orthopaedic Physical Therapy and professor and director for the School of Physical Therapy & Rehabilitation Sciences within the Morsani College of Medicine at the University of South Florida, 12901 North Bruce B. Downs Blvd., MDC 077, Tampa, FL 33612-4766 . Please address all correspondence to Douglas Haladay Zoe Morris is a research coordinator for the School of Physical Therapy & Rehabilitation Sciences at the University of South Florida Julie Tilson is a board-certified specialist in Neurologic Physical Therapy and DPT Program director and professor of Clinical Physical Therapy at the University of Southern California Caitlin Fitzgerald is the associate director of clinical education and assistant professor in the Department of Physical Therapy in the School of Health and Rehabilitation Sciences at MGH Institute of Health Professions Donna Applebaum is assistant professor and the director of clinical education at the Department of Physical Therapy in the School of Health and Rehabilitation Sciences at MGH Institute of Health Professions Cindy Flom-Meland is a board-certified specialist in Neurologic Physical Therapy and professor and chair for the Department of Physical Therapy at the University of North Dakota Deborah DeWaay is a board-certified in Internal Medicine and serves as the associate dean and professor for Undergraduate Medical Education at the University of South Florida Tara Jo Manal is the senior vice president of scientific affairs with the American Physical Therapy Association Tamara Gravano is a board-certified specialist in Geriatric Physical Therapy and an associate professor and assistant director for the School of Physical Therapy and Rehabilitation Sciences at the University of South Florida Stephanie Anderson is a board-certified in Orthopaedic Physical Therapy and assistance clinical professor at Graceland University Rebecca Miro is a research administrator for the School of Physical Therapy and Rehabilitation Sciences at the University of South Florida David Russ is an associate professor and assistant director of research for the School of Physical Therapy and Rehabilitation Sciences at the University of South Florida Aimee Klein is a board-certified specialist in Orthopaedic Physical Therapy and professor and assistant school director for the School of Physical Therapy and Rehabilitation Sciences at the University of South Florida
Julie Tilson Douglas Haladay is an emeritus board-certified specialist in Orthopaedic Physical Therapy and professor and director for the School of Physical Therapy & Rehabilitation Sciences within the Morsani College of Medicine at the University of South Florida, 12901 North Bruce B. Downs Blvd., MDC 077, Tampa, FL 33612-4766 . Please address all correspondence to Douglas Haladay Zoe Morris is a research coordinator for the School of Physical Therapy & Rehabilitation Sciences at the University of South Florida Julie Tilson is a board-certified specialist in Neurologic Physical Therapy and DPT Program director and professor of Clinical Physical Therapy at the University of Southern California Caitlin Fitzgerald is the associate director of clinical education and assistant professor in the Department of Physical Therapy in the School of Health and Rehabilitation Sciences at MGH Institute of Health Professions Donna Applebaum is assistant professor and the director of clinical education at the Department of Physical Therapy in the School of Health and Rehabilitation Sciences at MGH Institute of Health Professions Cindy Flom-Meland is a board-certified specialist in Neurologic Physical Therapy and professor and chair for the Department of Physical Therapy at the University of North Dakota Deborah DeWaay is a board-certified in Internal Medicine and serves as the associate dean and professor for Undergraduate Medical Education at the University of South Florida Tara Jo Manal is the senior vice president of scientific affairs with the American Physical Therapy Association Tamara Gravano is a board-certified specialist in Geriatric Physical Therapy and an associate professor and assistant director for the School of Physical Therapy and Rehabilitation Sciences at the University of South Florida Stephanie Anderson is a board-certified in Orthopaedic Physical Therapy and assistance clinical professor at Graceland University Rebecca Miro is a research administrator for the School of Physical Therapy and Rehabilitation Sciences at the University of South Florida David Russ is an associate professor and assistant director of research for the School of Physical Therapy and Rehabilitation Sciences at the University of South Florida Aimee Klein is a board-certified specialist in Orthopaedic Physical Therapy and professor and assistant school director for the School of Physical Therapy and Rehabilitation Sciences at the University of South Florida
Caitlin Fitzgerald Douglas Haladay is an emeritus board-certified specialist in Orthopaedic Physical Therapy and professor and director for the School of Physical Therapy & Rehabilitation Sciences within the Morsani College of Medicine at the University of South Florida, 12901 North Bruce B. Downs Blvd., MDC 077, Tampa, FL 33612-4766 . Please address all correspondence to Douglas Haladay Zoe Morris is a research coordinator for the School of Physical Therapy & Rehabilitation Sciences at the University of South Florida Julie Tilson is a board-certified specialist in Neurologic Physical Therapy and DPT Program director and professor of Clinical Physical Therapy at the University of Southern California Caitlin Fitzgerald is the associate director of clinical education and assistant professor in the Department of Physical Therapy in the School of Health and Rehabilitation Sciences at MGH Institute of Health Professions Donna Applebaum is assistant professor and the director of clinical education at the Department of Physical Therapy in the School of Health and Rehabilitation Sciences at MGH Institute of Health Professions Cindy Flom-Meland is a board-certified specialist in Neurologic Physical Therapy and professor and chair for the Department of Physical Therapy at the University of North Dakota Deborah DeWaay is a board-certified in Internal Medicine and serves as the associate dean and professor for Undergraduate Medical Education at the University of South Florida Tara Jo Manal is the senior vice president of scientific affairs with the American Physical Therapy Association Tamara Gravano is a board-certified specialist in Geriatric Physical Therapy and an associate professor and assistant director for the School of Physical Therapy and Rehabilitation Sciences at the University of South Florida Stephanie Anderson is a board-certified in Orthopaedic Physical Therapy and assistance clinical professor at Graceland University Rebecca Miro is a research administrator for the School of Physical Therapy and Rehabilitation Sciences at the University of South Florida David Russ is an associate professor and assistant director of research for the School of Physical Therapy and Rehabilitation Sciences at the University of South Florida Aimee Klein is a board-certified specialist in Orthopaedic Physical Therapy and professor and assistant school director for the School of Physical Therapy and Rehabilitation Sciences at the University of South Florida
Donna Applebaum Douglas Haladay is an emeritus board-certified specialist in Orthopaedic Physical Therapy and professor and director for the School of Physical Therapy & Rehabilitation Sciences within the Morsani College of Medicine at the University of South Florida, 12901 North Bruce B. Downs Blvd., MDC 077, Tampa, FL 33612-4766 . Please address all correspondence to Douglas Haladay Zoe Morris is a research coordinator for the School of Physical Therapy & Rehabilitation Sciences at the University of South Florida Julie Tilson is a board-certified specialist in Neurologic Physical Therapy and DPT Program director and professor of Clinical Physical Therapy at the University of Southern California Caitlin Fitzgerald is the associate director of clinical education and assistant professor in the Department of Physical Therapy in the School of Health and Rehabilitation Sciences at MGH Institute of Health Professions Donna Applebaum is assistant professor and the director of clinical education at the Department of Physical Therapy in the School of Health and Rehabilitation Sciences at MGH Institute of Health Professions Cindy Flom-Meland is a board-certified specialist in Neurologic Physical Therapy and professor and chair for the Department of Physical Therapy at the University of North Dakota Deborah DeWaay is a board-certified in Internal Medicine and serves as the associate dean and professor for Undergraduate Medical Education at the University of South Florida Tara Jo Manal is the senior vice president of scientific affairs with the American Physical Therapy Association Tamara Gravano is a board-certified specialist in Geriatric Physical Therapy and an associate professor and assistant director for the School of Physical Therapy and Rehabilitation Sciences at the University of South Florida Stephanie Anderson is a board-certified in Orthopaedic Physical Therapy and assistance clinical professor at Graceland University Rebecca Miro is a research administrator for the School of Physical Therapy and Rehabilitation Sciences at the University of South Florida David Russ is an associate professor and assistant director of research for the School of Physical Therapy and Rehabilitation Sciences at the University of South Florida Aimee Klein is a board-certified specialist in Orthopaedic Physical Therapy and professor and assistant school director for the School of Physical Therapy and Rehabilitation Sciences at the University of South Florida
Cindy Flom-Meland Douglas Haladay is an emeritus board-certified specialist in Orthopaedic Physical Therapy and professor and director for the School of Physical Therapy & Rehabilitation Sciences within the Morsani College of Medicine at the University of South Florida, 12901 North Bruce B. Downs Blvd., MDC 077, Tampa, FL 33612-4766 . Please address all correspondence to Douglas Haladay Zoe Morris is a research coordinator for the School of Physical Therapy & Rehabilitation Sciences at the University of South Florida Julie Tilson is a board-certified specialist in Neurologic Physical Therapy and DPT Program director and professor of Clinical Physical Therapy at the University of Southern California Caitlin Fitzgerald is the associate director of clinical education and assistant professor in the Department of Physical Therapy in the School of Health and Rehabilitation Sciences at MGH Institute of Health Professions Donna Applebaum is assistant professor and the director of clinical education at the Department of Physical Therapy in the School of Health and Rehabilitation Sciences at MGH Institute of Health Professions Cindy Flom-Meland is a board-certified specialist in Neurologic Physical Therapy and professor and chair for the Department of Physical Therapy at the University of North Dakota Deborah DeWaay is a board-certified in Internal Medicine and serves as the associate dean and professor for Undergraduate Medical Education at the University of South Florida Tara Jo Manal is the senior vice president of scientific affairs with the American Physical Therapy Association Tamara Gravano is a board-certified specialist in Geriatric Physical Therapy and an associate professor and assistant director for the School of Physical Therapy and Rehabilitation Sciences at the University of South Florida Stephanie Anderson is a board-certified in Orthopaedic Physical Therapy and assistance clinical professor at Graceland University Rebecca Miro is a research administrator for the School of Physical Therapy and Rehabilitation Sciences at the University of South Florida David Russ is an associate professor and assistant director of research for the School of Physical Therapy and Rehabilitation Sciences at the University of South Florida Aimee Klein is a board-certified specialist in Orthopaedic Physical Therapy and professor and assistant school director for the School of Physical Therapy and Rehabilitation Sciences at the University of South Florida
Deborah DeWaay Douglas Haladay is an emeritus board-certified specialist in Orthopaedic Physical Therapy and professor and director for the School of Physical Therapy & Rehabilitation Sciences within the Morsani College of Medicine at the University of South Florida, 12901 North Bruce B. Downs Blvd., MDC 077, Tampa, FL 33612-4766 . Please address all correspondence to Douglas Haladay Zoe Morris is a research coordinator for the School of Physical Therapy & Rehabilitation Sciences at the University of South Florida Julie Tilson is a board-certified specialist in Neurologic Physical Therapy and DPT Program director and professor of Clinical Physical Therapy at the University of Southern California Caitlin Fitzgerald is the associate director of clinical education and assistant professor in the Department of Physical Therapy in the School of Health and Rehabilitation Sciences at MGH Institute of Health Professions Donna Applebaum is assistant professor and the director of clinical education at the Department of Physical Therapy in the School of Health and Rehabilitation Sciences at MGH Institute of Health Professions Cindy Flom-Meland is a board-certified specialist in Neurologic Physical Therapy and professor and chair for the Department of Physical Therapy at the University of North Dakota Deborah DeWaay is a board-certified in Internal Medicine and serves as the associate dean and professor for Undergraduate Medical Education at the University of South Florida Tara Jo Manal is the senior vice president of scientific affairs with the American Physical Therapy Association Tamara Gravano is a board-certified specialist in Geriatric Physical Therapy and an associate professor and assistant director for the School of Physical Therapy and Rehabilitation Sciences at the University of South Florida Stephanie Anderson is a board-certified in Orthopaedic Physical Therapy and assistance clinical professor at Graceland University Rebecca Miro is a research administrator for the School of Physical Therapy and Rehabilitation Sciences at the University of South Florida David Russ is an associate professor and assistant director of research for the School of Physical Therapy and Rehabilitation Sciences at the University of South Florida Aimee Klein is a board-certified specialist in Orthopaedic Physical Therapy and professor and assistant school director for the School of Physical Therapy and Rehabilitation Sciences at the University of South Florida
Tara Jo Manal Douglas Haladay is an emeritus board-certified specialist in Orthopaedic Physical Therapy and professor and director for the School of Physical Therapy & Rehabilitation Sciences within the Morsani College of Medicine at the University of South Florida, 12901 North Bruce B. Downs Blvd., MDC 077, Tampa, FL 33612-4766 . Please address all correspondence to Douglas Haladay Zoe Morris is a research coordinator for the School of Physical Therapy & Rehabilitation Sciences at the University of South Florida Julie Tilson is a board-certified specialist in Neurologic Physical Therapy and DPT Program director and professor of Clinical Physical Therapy at the University of Southern California Caitlin Fitzgerald is the associate director of clinical education and assistant professor in the Department of Physical Therapy in the School of Health and Rehabilitation Sciences at MGH Institute of Health Professions Donna Applebaum is assistant professor and the director of clinical education at the Department of Physical Therapy in the School of Health and Rehabilitation Sciences at MGH Institute of Health Professions Cindy Flom-Meland is a board-certified specialist in Neurologic Physical Therapy and professor and chair for the Department of Physical Therapy at the University of North Dakota Deborah DeWaay is a board-certified in Internal Medicine and serves as the associate dean and professor for Undergraduate Medical Education at the University of South Florida Tara Jo Manal is the senior vice president of scientific affairs with the American Physical Therapy Association Tamara Gravano is a board-certified specialist in Geriatric Physical Therapy and an associate professor and assistant director for the School of Physical Therapy and Rehabilitation Sciences at the University of South Florida Stephanie Anderson is a board-certified in Orthopaedic Physical Therapy and assistance clinical professor at Graceland University Rebecca Miro is a research administrator for the School of Physical Therapy and Rehabilitation Sciences at the University of South Florida David Russ is an associate professor and assistant director of research for the School of Physical Therapy and Rehabilitation Sciences at the University of South Florida Aimee Klein is a board-certified specialist in Orthopaedic Physical Therapy and professor and assistant school director for the School of Physical Therapy and Rehabilitation Sciences at the University of South Florida
Tamara Gravano Douglas Haladay is an emeritus board-certified specialist in Orthopaedic Physical Therapy and professor and director for the School of Physical Therapy & Rehabilitation Sciences within the Morsani College of Medicine at the University of South Florida, 12901 North Bruce B. Downs Blvd., MDC 077, Tampa, FL 33612-4766 . Please address all correspondence to Douglas Haladay Zoe Morris is a research coordinator for the School of Physical Therapy & Rehabilitation Sciences at the University of South Florida Julie Tilson is a board-certified specialist in Neurologic Physical Therapy and DPT Program director and professor of Clinical Physical Therapy at the University of Southern California Caitlin Fitzgerald is the associate director of clinical education and assistant professor in the Department of Physical Therapy in the School of Health and Rehabilitation Sciences at MGH Institute of Health Professions Donna Applebaum is assistant professor and the director of clinical education at the Department of Physical Therapy in the School of Health and Rehabilitation Sciences at MGH Institute of Health Professions Cindy Flom-Meland is a board-certified specialist in Neurologic Physical Therapy and professor and chair for the Department of Physical Therapy at the University of North Dakota Deborah DeWaay is a board-certified in Internal Medicine and serves as the associate dean and professor for Undergraduate Medical Education at the University of South Florida Tara Jo Manal is the senior vice president of scientific affairs with the American Physical Therapy Association Tamara Gravano is a board-certified specialist in Geriatric Physical Therapy and an associate professor and assistant director for the School of Physical Therapy and Rehabilitation Sciences at the University of South Florida Stephanie Anderson is a board-certified in Orthopaedic Physical Therapy and assistance clinical professor at Graceland University Rebecca Miro is a research administrator for the School of Physical Therapy and Rehabilitation Sciences at the University of South Florida David Russ is an associate professor and assistant director of research for the School of Physical Therapy and Rehabilitation Sciences at the University of South Florida Aimee Klein is a board-certified specialist in Orthopaedic Physical Therapy and professor and assistant school director for the School of Physical Therapy and Rehabilitation Sciences at the University of South Florida
Stephanie Anderson Douglas Haladay is an emeritus board-certified specialist in Orthopaedic Physical Therapy and professor and director for the School of Physical Therapy & Rehabilitation Sciences within the Morsani College of Medicine at the University of South Florida, 12901 North Bruce B. Downs Blvd., MDC 077, Tampa, FL 33612-4766 . Please address all correspondence to Douglas Haladay Zoe Morris is a research coordinator for the School of Physical Therapy & Rehabilitation Sciences at the University of South Florida Julie Tilson is a board-certified specialist in Neurologic Physical Therapy and DPT Program director and professor of Clinical Physical Therapy at the University of Southern California Caitlin Fitzgerald is the associate director of clinical education and assistant professor in the Department of Physical Therapy in the School of Health and Rehabilitation Sciences at MGH Institute of Health Professions Donna Applebaum is assistant professor and the director of clinical education at the Department of Physical Therapy in the School of Health and Rehabilitation Sciences at MGH Institute of Health Professions Cindy Flom-Meland is a board-certified specialist in Neurologic Physical Therapy and professor and chair for the Department of Physical Therapy at the University of North Dakota Deborah DeWaay is a board-certified in Internal Medicine and serves as the associate dean and professor for Undergraduate Medical Education at the University of South Florida Tara Jo Manal is the senior vice president of scientific affairs with the American Physical Therapy Association Tamara Gravano is a board-certified specialist in Geriatric Physical Therapy and an associate professor and assistant director for the School of Physical Therapy and Rehabilitation Sciences at the University of South Florida Stephanie Anderson is a board-certified in Orthopaedic Physical Therapy and assistance clinical professor at Graceland University Rebecca Miro is a research administrator for the School of Physical Therapy and Rehabilitation Sciences at the University of South Florida David Russ is an associate professor and assistant director of research for the School of Physical Therapy and Rehabilitation Sciences at the University of South Florida Aimee Klein is a board-certified specialist in Orthopaedic Physical Therapy and professor and assistant school director for the School of Physical Therapy and Rehabilitation Sciences at the University of South Florida
Rebecca Miro Douglas Haladay is an emeritus board-certified specialist in Orthopaedic Physical Therapy and professor and director for the School of Physical Therapy & Rehabilitation Sciences within the Morsani College of Medicine at the University of South Florida, 12901 North Bruce B. Downs Blvd., MDC 077, Tampa, FL 33612-4766 . Please address all correspondence to Douglas Haladay Zoe Morris is a research coordinator for the School of Physical Therapy & Rehabilitation Sciences at the University of South Florida Julie Tilson is a board-certified specialist in Neurologic Physical Therapy and DPT Program director and professor of Clinical Physical Therapy at the University of Southern California Caitlin Fitzgerald is the associate director of clinical education and assistant professor in the Department of Physical Therapy in the School of Health and Rehabilitation Sciences at MGH Institute of Health Professions Donna Applebaum is assistant professor and the director of clinical education at the Department of Physical Therapy in the School of Health and Rehabilitation Sciences at MGH Institute of Health Professions Cindy Flom-Meland is a board-certified specialist in Neurologic Physical Therapy and professor and chair for the Department of Physical Therapy at the University of North Dakota Deborah DeWaay is a board-certified in Internal Medicine and serves as the associate dean and professor for Undergraduate Medical Education at the University of South Florida Tara Jo Manal is the senior vice president of scientific affairs with the American Physical Therapy Association Tamara Gravano is a board-certified specialist in Geriatric Physical Therapy and an associate professor and assistant director for the School of Physical Therapy and Rehabilitation Sciences at the University of South Florida Stephanie Anderson is a board-certified in Orthopaedic Physical Therapy and assistance clinical professor at Graceland University Rebecca Miro is a research administrator for the School of Physical Therapy and Rehabilitation Sciences at the University of South Florida David Russ is an associate professor and assistant director of research for the School of Physical Therapy and Rehabilitation Sciences at the University of South Florida Aimee Klein is a board-certified specialist in Orthopaedic Physical Therapy and professor and assistant school director for the School of Physical Therapy and Rehabilitation Sciences at the University of South Florida
David Russ Douglas Haladay is an emeritus board-certified specialist in Orthopaedic Physical Therapy and professor and director for the School of Physical Therapy & Rehabilitation Sciences within the Morsani College of Medicine at the University of South Florida, 12901 North Bruce B. Downs Blvd., MDC 077, Tampa, FL 33612-4766 . Please address all correspondence to Douglas Haladay Zoe Morris is a research coordinator for the School of Physical Therapy & Rehabilitation Sciences at the University of South Florida Julie Tilson is a board-certified specialist in Neurologic Physical Therapy and DPT Program director and professor of Clinical Physical Therapy at the University of Southern California Caitlin Fitzgerald is the associate director of clinical education and assistant professor in the Department of Physical Therapy in the School of Health and Rehabilitation Sciences at MGH Institute of Health Professions Donna Applebaum is assistant professor and the director of clinical education at the Department of Physical Therapy in the School of Health and Rehabilitation Sciences at MGH Institute of Health Professions Cindy Flom-Meland is a board-certified specialist in Neurologic Physical Therapy and professor and chair for the Department of Physical Therapy at the University of North Dakota Deborah DeWaay is a board-certified in Internal Medicine and serves as the associate dean and professor for Undergraduate Medical Education at the University of South Florida Tara Jo Manal is the senior vice president of scientific affairs with the American Physical Therapy Association Tamara Gravano is a board-certified specialist in Geriatric Physical Therapy and an associate professor and assistant director for the School of Physical Therapy and Rehabilitation Sciences at the University of South Florida Stephanie Anderson is a board-certified in Orthopaedic Physical Therapy and assistance clinical professor at Graceland University Rebecca Miro is a research administrator for the School of Physical Therapy and Rehabilitation Sciences at the University of South Florida David Russ is an associate professor and assistant director of research for the School of Physical Therapy and Rehabilitation Sciences at the University of South Florida Aimee Klein is a board-certified specialist in Orthopaedic Physical Therapy and professor and assistant school director for the School of Physical Therapy and Rehabilitation Sciences at the University of South Florida
Aimee Klein Douglas Haladay is an emeritus board-certified specialist in Orthopaedic Physical Therapy and professor and director for the School of Physical Therapy & Rehabilitation Sciences within the Morsani College of Medicine at the University of South Florida, 12901 North Bruce B. Downs Blvd., MDC 077, Tampa, FL 33612-4766 . Please address all correspondence to Douglas Haladay Zoe Morris is a research coordinator for the School of Physical Therapy & Rehabilitation Sciences at the University of South Florida Julie Tilson is a board-certified specialist in Neurologic Physical Therapy and DPT Program director and professor of Clinical Physical Therapy at the University of Southern California Caitlin Fitzgerald is the associate director of clinical education and assistant professor in the Department of Physical Therapy in the School of Health and Rehabilitation Sciences at MGH Institute of Health Professions Donna Applebaum is assistant professor and the director of clinical education at the Department of Physical Therapy in the School of Health and Rehabilitation Sciences at MGH Institute of Health Professions Cindy Flom-Meland is a board-certified specialist in Neurologic Physical Therapy and professor and chair for the Department of Physical Therapy at the University of North Dakota Deborah DeWaay is a board-certified in Internal Medicine and serves as the associate dean and professor for Undergraduate Medical Education at the University of South Florida Tara Jo Manal is the senior vice president of scientific affairs with the American Physical Therapy Association Tamara Gravano is a board-certified specialist in Geriatric Physical Therapy and an associate professor and assistant director for the School of Physical Therapy and Rehabilitation Sciences at the University of South Florida Stephanie Anderson is a board-certified in Orthopaedic Physical Therapy and assistance clinical professor at Graceland University Rebecca Miro is a research administrator for the School of Physical Therapy and Rehabilitation Sciences at the University of South Florida David Russ is an associate professor and assistant director of research for the School of Physical Therapy and Rehabilitation Sciences at the University of South Florida Aimee Klein is a board-certified specialist in Orthopaedic Physical Therapy and professor and assistant school director for the School of Physical Therapy and Rehabilitation Sciences at the University of South Florida

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Gaid D, Eilayyan O, Ahmed S, Bussières A. Enrollment, adherence and retention rates among musculoskeletal disorders rehabilitation practitioners in knowledge translation studies: a systematic review and meta-regression. Implement Sci Commun 2024;5:51. [PMID: 38702833 PMCID: PMC11069130 DOI: 10.1186/s43058-024-00585-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/03/2023] [Accepted: 04/10/2024] [Indexed: 05/06/2024] Open

Abstract

BACKGROUND

Practitioners' enrollment, adherence, and retention rates influence estimates of effectiveness in knowledge translation (KT) studies and remain important concerns for implementation researchers. This review aimed to systematically summarize the current evidence on feasibility measures as gauged by enrollment, adherence, and retention rates in KT evaluation studies targeting rehabilitation practitioners treating musculoskeletal disorders (MSDs).

METHODS

We searched five electronic databases from the inception to October 2022. We included KT studies that 1) had designs recommended by the Effective Practice and Organisation of Care, 2) targeted rehabilitation practitioners managing patients with MSDs, 3) delivered KT interventions according to the Expert Recommendations for Implementing Change classification, and 4) reported on the feasibility measures (e.g., enrollment, adherence, and retention). Descriptive statistics were conducted to report on study-, practitioners- and intervention-related factors influencing enrollment, adherence, and retention rates. Meta-regression weighted by the sample size of included studies was used to estimate the effect of factors on overall enrollment, adherence, and retention rates.

RESULTS

Findings from 33 KT studies reported weighted enrolment, adherence, and retention rate of 82% (range: 32%-100%), 74% (range: 44%-100%), and 65% (range: 36%-100%) respectively for both intervention and control groups. Factors positively influencing enrollment, adherence, and retention rates included designing short study period with short duration intervention.

CONCLUSIONS

Intense (e.g., high frequency, short duration) single KT intervention was more appealing for practitioners. Future evaluation studies should clearly report follow-up data, and practitioners' prior training, Results may not apply to non-MSD healthcare providers.

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Romney W, Salbach NM, Perry SB, Deutsch JE. Evidence-based practice confidence and behavior throughout the curriculum of four physical therapy education programs: a longitudinal study. BMC MEDICAL EDUCATION 2023;23:839. [PMID: 37936143 PMCID: PMC10630997 DOI: 10.1186/s12909-023-04821-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/25/2023] [Accepted: 10/29/2023] [Indexed: 11/09/2023]

Abstract

BACKGROUND

Evidence-based practice (EBP) is a foundational process taught in health professional education, yet it is unclear when EBP confidence and skills are obtained. Increases in EBP confidence and behaviors from the start of physical therapy programs to post graduation have been reported in studies that evaluated a single program or used non-valid questionnaires. This study aimed to describe changes in EBP confidence and behavior using validated questionnaires of students from four physical therapy education programs throughout their curriculum and one year post graduation.

METHODS

One hundred and eighty-one students from a potential pool of 269 (67.3%) consented to participate. Students completed the Evidence-Based Practice Confidence (EPIC) Scale and the Evidence-Based Practice Implementation Scale (EBPIS) at 6 timepoints: start of the program, prior to first clinical experience, after first clinical experience, at the end of classroom instruction, graduation, and one year post. Medians (Mdn) and 25th and 75th percentiles (P25, P75) were calculated for 42 (23.2%) students with complete data across all timepoints. Change between timepoints was assessed using Friedman's test and Wilcoxon signed rank test with a Bonferroni correction for post hoc analysis.

RESULTS

There were significant changes in EPIC scores (p < 0.001) from enrollment (Mdn 50.0, P25, P75 35.5, 65.9) to prior to first clinical experience (Mdn 65.5, P25, P75 57.3, 72.5) and after the first clinical experience (Mdn 67.3, P25, P75, 58.9, 73.2) to the end of classroom instruction (Mdn 78.6, P25, P75, 72.0, 84.1). Significant increases on the EBPIS (p < 0.01) were only seen from after the first year of training (Mdn 15, P25, P75, 10.0, 22.5) to end of the first clinical experience (Mdn 21.5, P25, P75 12.0, 32.0).

CONCLUSIONS

EBP confidence increased significantly after classroom instruction but remained the same after clinical experiences and at one year post graduation. EBP behavior significantly increased only after the first clinical experience and remained the same through graduation. Confidence and behavior scores were higher than were previously reported in practicing professionals. Ongoing assessment of EBP confidence and behavior may help instructors build appropriate curricula to achieve their outlined EBP objectives.

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Tilson JK, Martinez CA, MacDowell S, D’Silva LJ, Howard R, Roth HR, Skop KM, Dannenbaum E, Farrell L. Use of the knowledge to action model improved physical therapist adherence to a common clinical practice guideline across multiple settings: a multisite case series. BMC Health Serv Res 2022;22:1462. [PMID: 36456945 PMCID: PMC9714412 DOI: 10.1186/s12913-022-08796-4] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/27/2022] [Accepted: 11/05/2022] [Indexed: 12/03/2022] Open

Abstract

BACKGROUND

When a new guideline is published there is a need to understand how its recommendations can best be implemented in real-world practice. Yet, guidelines are often published with little to no roadmap for organizations to follow to promote adherence to their recommendations. The purpose of this study was to evaluate the impact of using a common process model to implement a single clinical practice guideline across multiple physical therapy clinical settings.

METHODS

Five organizationally distinct sites with physical therapy services for patients with peripheral vestibular hypofunction participated. The Knowledge to Action model served as the foundation for implementation of a newly published guideline. Site leaders conducted preliminary gap surveys and face-to-face meetings to guide physical therapist stakeholders' identification of target-behaviors for improved guideline adherence. A 6-month multimodal implementation intervention included local opinion leaders, audit and feedback, fatigue-resistant reminders, and communities of practice. Therapist adherence to target-behaviors for the 6 months before and after the intervention was the primary outcome for behavior change.

RESULTS

Therapist participants at all sites indicated readiness for change and commitment to the project. Four sites with more experienced therapists selected similar target behaviors while the fifth, with more inexperienced therapists, identified different goals. Adherence to target behaviors was mixed. Among four sites with similar target behaviors, three had multiple areas of statistically significantly improved adherence and one site had limited improvement. Success was most common with behaviors related to documentation and offering patients low technology resources to support home exercise. A fifth site showed a trend toward improved therapist self-efficacy and therapist behavior change in one provider location.

CONCLUSIONS

The Knowledge to Action model provided a common process model for sites with diverse structures and needs to implement a guideline in practice. Multimodal, active interventions, with a focus on auditing adherence to therapist-selected target behaviors, feedback in collaborative monthly meetings, fatigue-resistant reminders, and developing communities of practice was associated with long-term improvement in adherence. Local rather than external opinion leaders, therapist availability for community building meetings, and rate of provider turnover likely impacted success in this model.

TRIAL REGISTRATION

This study does not report the results of a health care intervention on human participants.

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Moore JL, Bjørkli C, Havdahl RT, Lømo LL, Midthaug M, Skjuve M, Klokkerud M, Nordvik JE. A qualitative study exploring contributors to the success of a community of practice in rehabilitation. BMC MEDICAL EDUCATION 2021;21:282. [PMID: 34001073 PMCID: PMC8130156 DOI: 10.1186/s12909-021-02711-x] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/20/2020] [Accepted: 05/04/2021] [Indexed: 06/12/2023]

Romney W, Bellows DM, Tavernite JP, Salbach N, Deutsch JE. Knowledge Translation Research to Promote Behavior Changes in Rehabilitation: Use of Theoretical Frameworks and Tailored Interventions: A Scoping Review. Arch Phys Med Rehabil 2021;103:S276-S296. [PMID: 33561438 DOI: 10.1016/j.apmr.2021.01.076] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/15/2020] [Revised: 12/27/2020] [Accepted: 01/01/2021] [Indexed: 12/25/2022]

Abstract

OBJECTIVE

To describe knowledge translation (KT) research as a means of changing practice behaviors in rehabilitation. We specifically aimed to explore how theories, models, and frameworks (TMFs) are used to guide KT, guide methods to tailor KT interventions, and evaluate outcomes. We hypothesized these methods would have increased over the past 10 years.

DATA SOURCES

We identified articles through searches conducted using databases Cumulative Index to Nursing and Allied Health, MEDLINE, PubMed, Academic Search Premier, and previous reviews from January 2000 to April 2020. Search terms included physical therapy, occupational therapy, speech-language pathology, knowledge translation, and knowledge-to-action (KTA).

STUDY SELECTION

Two authors interpedently screened titles, abstracts, and full-text articles. Studies were included if behavior change of rehabilitation practitioners was measured. Systematic reviews, protocols, and capacity-building interventions were excluded.

DATA EXTRACTION

Three authors extracted information on study design, theoretical frameworks, intervention strategies, and outcome evaluation.

DATA SYNTHESIS

Fifty-six studies were included in the review. Sixteen (29%) reported the use of a theoretical framework to guide the KT process. Since 2013, the KTA framework was used 35% of the time. Twenty-two studies (39%) reported barrier assessments to tailor interventions, and 82% were published after 2013. However, barrier assessment in the local context was only conducted 64% of the time. Outcomes of tailored interventions were most frequently measured using chart audits (50%) and questionnaires (41%). Further, the link between KT theory, specific barriers, and selection of intervention strategies was not consistently described.

CONCLUSIONS

Over the past 7 years, there has been an increase in the use of KT TMFs and tailored interventions. Recommendations for future research include the use of TMFs to guide local barrier assessment, KT strategy selection, intervention development, and overall KT process and mapping barriers to selected intervention strategies.

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Moore JL, Mbalilaki JA, Graham ID. Knowledge Translation in Physical Medicine and Rehabilitation: A Citation Analysis of the Knowledge-to-Action Literature. Arch Phys Med Rehabil 2021;103:S256-S275. [PMID: 33556348 DOI: 10.1016/j.apmr.2020.12.031] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/19/2020] [Revised: 12/15/2020] [Accepted: 12/28/2020] [Indexed: 01/08/2023]

Yorke AM, Trojanowski S, Fritz NE, Ludwa A, Schroeder M. Standardizing Outcome Assessment in Parkinson Disease: A Knowledge Translation Project. J Neurol Phys Ther 2021;45:21-27. [PMID: 33252456 DOI: 10.1097/npt.0000000000000343] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]

Abstract

BACKGROUND AND PURPOSE

Rehabilitation therapists do not consistently utilize standardized outcome measures. The purpose of this study was to develop and implement a tailored knowledge translation (KT) intervention to facilitate application of standardized outcome measures used in patients with Parkinson disease (PD) receiving outpatient rehabilitation.

METHODS

Four clinics within a hospital-based outpatient system including physical therapists (n = 7) and occupational therapists (n = 2) collaborated with researcher clinicians. A mixed-methods study, using the knowledge to action (KTA) framework, was executed to standardize the assessment battery completed on patients with PD. The project was titled iKNOW-PD (integrating KNOWledge translation for Parkinson Disease).

RESULTS

Four measures were selected for iKNOW-PD (9-Hole Peg Test, miniBESTest, 10-m walk test, and 5 times sit-to-stand). A multimodal intervention that overcame specific identified barriers (equipment, time) was implemented to ensure successful uptake. Consistency of utilizing iKNOW-PD measures on initial evaluation and discharge, across therapists and clinics, was evaluated. Therapists significantly increased the use of iKNOW-PD measures from 1.9 to 3.1 on initial evaluation (P < 0.001). The 10-meter walk test demonstrated the greatest uptake (>50%) from pre-iKNOW-PD to post-iKNOW-PD.

DISCUSSION AND CONCLUSIONS

Standardizing outcome assessment for persons with PD in an outpatient setting can be successfully implemented. Overcoming identified barriers and capitalizing on facilitators promoted the uptake of standardized outcomes. Following the 6-month intervention period, therapists endorsed an improvement in their application of standardized measures and labeled iKNOW-PD as a positive experience that allowed them to minimize variability in practice.Video Abstract available for more insights from the authors (see the Video, Supplemental Content 1, available at: http://links.lww.com/JNPT/A329).

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Changes in physiotherapists' perceptions of evidence-based practice after a year in the workforce: A mixed-methods study. PLoS One 2020;15:e0244190. [PMID: 33347468 PMCID: PMC7751960 DOI: 10.1371/journal.pone.0244190] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/13/2020] [Accepted: 12/04/2020] [Indexed: 11/19/2022] Open

Abstract

BACKGROUND

Few studies have explored evidence-based practice (EBP) knowledge, attitudes and behaviours of health professional graduates transitioning into the workforce. This study evaluated changes in these EBP domains in physiotherapists after one year of working.

METHOD

A mixed methods design was used. Participants completed two psychometrically-tested EBP questionnaires at two timepoints. The Evidence-Based Practice Profile questionnaire collected self-report EBP data (Terminology, Relevance, Confidence, Practice, Sympathy) and the Knowledge of Research Evidence Competencies collected objective data (Actual Knowledge). Changes were calculated using descriptive statistics (paired t-tests, 95% CI, effect sizes). Qualitative interview data collected at one timepoint were analysed using a descriptive approach and thematic analysis, to examine the lived experience of participants in the context of their first employment. The aim of the mixed methods approach was a broader and deeper understanding of participants' first year of employment and using EBP.

RESULTS

Data were analysed from 50 participants who completed both questionnaires at the two timepoints. After one year in the workforce, there was a significant decrease in participants' perceptions of Relevance (p<0.001) and Confidence with EBP (p<0.001) and non-significant decreases in the other domains. Effect sizes showed medium decreases for Relevance (0.69) and Confidence (0.57), small decreases in Terminology (0.28) and Practice (0.23), and very small decreases in Sympathy (0.08) and Actual Knowledge (0.11). Seven themes described participants experience of using EBP in their first working year.

CONCLUSIONS

After a year in the workplace, confidence and perceptions of relevance of EBP were significantly reduced. A subtle interplay of features related to workplace culture, competing demands to develop clinical skills, internal and external motivators to use EBP and patient expectations, together with availability of resources and time, may impact early graduates' perceptions of EBP. Workplace role models who immersed themselves in evidence discussion and experience were inspiring to early graduates.

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Bergström A, Ehrenberg A, Eldh AC, Graham ID, Gustafsson K, Harvey G, Hunter S, Kitson A, Rycroft-Malone J, Wallin L. The use of the PARIHS framework in implementation research and practice-a citation analysis of the literature. Implement Sci 2020;15:68. [PMID: 32854718 PMCID: PMC7450685 DOI: 10.1186/s13012-020-01003-0] [Citation(s) in RCA: 49] [Impact Index Per Article: 12.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/23/2019] [Accepted: 05/20/2020] [Indexed: 02/06/2023] Open

Abstract

BACKGROUND

The Promoting Action on Research Implementation in Health Services (PARIHS) framework was developed two decades ago and conceptualizes successful implementation (SI) as a function (f) of the evidence (E) nature and type, context (C) quality, and the facilitation (F), [SI = f (E,C,F)]. Despite a growing number of citations of theoretical frameworks including PARIHS, details of how theoretical frameworks are used remains largely unknown. This review aimed to enhance the understanding of the breadth and depth of the use of the PARIHS framework.

METHODS

This citation analysis commenced from four core articles representing the key stages of the framework's development. The citation search was performed in Web of Science and Scopus. After exclusion, we undertook an initial assessment aimed to identify articles using PARIHS and not only referencing any of the core articles. To assess this, all articles were read in full. Further data extraction included capturing information about where (country/countries and setting/s) PARIHS had been used, as well as categorizing how the framework was applied. Also, strengths and weaknesses, as well as efforts to validate the framework, were explored in detail.

RESULTS

The citation search yielded 1613 articles. After applying exclusion criteria, 1475 articles were read in full, and the initial assessment yielded a total of 367 articles reported to have used the PARIHS framework. These articles were included for data extraction. The framework had been used in a variety of settings and in both high-, middle-, and low-income countries. With regard to types of use, 32% used PARIHS in planning and delivering an intervention, 50% in data analysis, 55% in the evaluation of study findings, and/or 37% in any other way. Further analysis showed that its actual application was frequently partial and generally not well elaborated.

CONCLUSIONS

In line with previous citation analysis of the use of theoretical frameworks in implementation science, we also found a rather superficial description of the use of PARIHS. Thus, we propose the development and adoption of reporting guidelines on how framework(s) are used in implementation studies, with the expectation that this will enhance the maturity of implementation science.

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Castellini G, Corbetta D, Cecchetto S, Gianola S. Twenty-five years after the introduction of Evidence-based Medicine: knowledge, use, attitudes and barriers among physiotherapists in Italy - a cross-sectional study. BMJ Open 2020;10:e037133. [PMID: 32499274 PMCID: PMC7282414 DOI: 10.1136/bmjopen-2020-037133] [Citation(s) in RCA: 19] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open

Mickan S, Hilder J, Wenke R, Thomas R. The impact of a small-group educational intervention for allied health professionals to enhance evidence-based practice: mixed methods evaluation. BMC MEDICAL EDUCATION 2019;19:131. [PMID: 31060553 PMCID: PMC6503357 DOI: 10.1186/s12909-019-1567-1] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/27/2018] [Accepted: 04/22/2019] [Indexed: 05/23/2023]

Abstract

BACKGROUND

Healthcare professionals are recommended to use evidence-based practice (EBP) principles to update and improve clinical practice. Well-designed educational initiatives, together with practice and feedback opportunities can improve individuals' EBP knowledge, skills and attitudes.

METHODS

A concurrent mixed methods assessment was designed to evaluate the effectiveness and feasibility of four monthly workshops on allied health professionals' knowledge, skills, self-efficacy and behaviour. In between workshops, professionals were encouraged to practice and integrate EBP learnings with colleagues in their workplace. Participants completed three pre and post intervention assessments: Evidence-based Practice Confidence Scale; adapted Fresno test; and an adapted EBP Implementation Scale. A purpose designed satisfaction questionnaire was completed immediately after the educational intervention and follow up focus groups were conducted after 3 months. Mean change in assessment data was quantitatively assessed and comments from the clinician satisfaction questionnaire and focus groups were thematically analysed and interpreted together with quantitative data using the Classification Rubric for EBP Assessment tools in Education (CREATE).

RESULTS

Sixteen allied health professionals participated in the EBP workshops and completed all baseline and post intervention assessments. Seven clinicians participated in follow up focus groups. All clinicians reported a positive reaction to the learning experience, preferring short monthly workshops to a full day session. They self-reported improvements in self-efficacy (mean change 15 p < 0.001) and implementing EBP behaviours (mean change 7, p < 0.001) from pre- to post-intervention. Although the positive change in EBP knowledge measured by the adapted Fresno test was not statistically significant (mean change 10, p = 0.21), clinicians described examples of improved knowledge and skills across all five key steps of EBP during the focus groups. A further, post hoc analysis of individual questions in the two self-reported scales indicated consistent improvement across key EBP knowledge and skills.

CONCLUSIONS

A tailored small group EBP education intervention can enhance AHPs' self-efficacy to develop answerable questions, search the literature, critically appraise, apply and evaluate research evidence. Through practicing these behaviours and sharing new learning with their peers, allied health professionals can enhance their capability and motivation to use research evidence to potentially improve clinical practice.

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Snöljung Å, Gustafsson LK. Physiotherapy: How to work with evidence in daily practice. J Eval Clin Pract 2019;25:216-223. [PMID: 30259604 DOI: 10.1111/jep.13035] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/16/2018] [Accepted: 08/31/2018] [Indexed: 12/24/2022]

Nessen T, Opava CH, Demmelmaier I. Physiotherapists' Adoption of a Theory-Based Skills Training Program in Guiding People with Rheumatoid Arthritis to Health-Enhancing Physical Activity. Int J Behav Med 2019;25:438-447. [PMID: 29971578 PMCID: PMC6061243 DOI: 10.1007/s12529-018-9716-1] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/18/2022]

Moore JL, Friis S, Graham ID, Gundersen ET, Nordvik JE. Reported use of evidence in clinical practice: a survey of rehabilitation practices in Norway. BMC Health Serv Res 2018;18:379. [PMID: 29801505 PMCID: PMC5970453 DOI: 10.1186/s12913-018-3193-8] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/11/2016] [Accepted: 05/08/2018] [Indexed: 03/20/2023] Open

Abstract

Background

The South Eastern Health Region in Norway serves approximately 2.8 million people, which is more than half of Norway’s population. Physical medicine and rehabilitation services are provided by 9 public hospital trusts and 30 private rehabilitation facilities. The purposes of this study were to conduct a psychometric analysis of the EBP Implementation Scale (EBPIS) and describe rehabilitation clinicians’ self-reported 1) use of evidence-based practices (EBPs), 2) use of EBPs across hospitals, and 3) determine factors associated with use of EBPs in the South Eastern Health Region in Norway.

Methods

A cross-sectional study using an online survey was conducted with public hospitals and private rehabilitation centers. The survey, which was distributed throughout the region, included the EBPIS, 8 questions related to EBP in the health region, and demographics. Response frequencies were calculated and described. Internal consistency and factor structure of the EBPIS and its subscales were determined. Associations and differences in groups with similar demographics, EBPIS scores, and use of EBPs were identified.

Results

A total of 316 individuals completed the survey, including allied health clinicians, nurses, psychologists, social workers, and physicians. The EBPIS mean score was 30/72. A factor analysis identified that the EBPIS can be divided into 3 subscales: literature search and critical appraisal (α = .80), knowledge sharing (α = .83), and practice evaluation (α = .74). EBP activities reported were primarily related to literature searches, critical appraisal, and discussing evidence. Approximately 65 and 75% of respondents agreed that the same OMs and evidence based interventions were used within the local clinic respectively. Fewer agreed that the same OMs (13%) and evidence-based interventions (39%) are used regionally.

Conclusion

The EBPIS and its subscales demonstrated excellent internal consistency. Practice variability exists in rehabilitation throughout Southeastern Norway. An increased emphasis on use of EBP throughout the region is needed.

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Mickan S, Wenke R, Weir K, Bialocerkowski A, Noble C. Strategies for research engagement of clinicians in allied health (STRETCH): a mixed methods research protocol. BMJ Open 2017;7:e014876. [PMID: 28899887 PMCID: PMC5640124 DOI: 10.1136/bmjopen-2016-014876] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/04/2022] Open

Strategies to translate knowledge related to common musculoskeletal conditions into physiotherapy practice: a systematic review. Physiotherapy 2017;104:1-8. [PMID: 28942899 DOI: 10.1016/j.physio.2017.05.002] [Citation(s) in RCA: 30] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/13/2016] [Accepted: 05/19/2017] [Indexed: 12/20/2022]

Abstract

BACKGROUND

Many physiotherapists underuse evidence-based practice guidelines or recommendations when treating patients with musculoskeletal disorders, yet synthesis of knowledge translation interventions used within the field of physiotherapy fails to offer clear conclusions to guide the implementation of clinical practice guidelines.

OBJECTIVES

To evaluate the effectiveness of various knowledge translation interventions used to implement changes in the practice of current physiotherapists treating common musculoskeletal issues.

DATA SOURCES

A computerized literature search of MEDLINE, CINHAL and ProQuest of systematic reviews (from inception until May 2016) and primary research studies (from January 2010 until June 2016).

STUDY SELECTION AND ELIGIBILITY CRITERIA

Eligibility criteria specified articles evaluating interventions for translating knowledge into physiotherapy practice.

DATA EXTRACTION AND DATA SYNTHESIS

Two reviewers independently screened the titles and abstracts, reviewed full-text articles, performed data extraction, and performed quality assessment. Of a total of 13014 articles located and titles and abstracts screened, 34 studies met the inclusion criteria, including three overlapping publications, resulting in 31 individual studies.

RESULTS

Knowledge translation interventions appear to have resulted in a positive change in physiotherapist beliefs, attitudes, skills and guideline awareness. However, no consistent improvement in clinical practice, patient and economic outcomes were observed.

LIMITATIONS

The studies included had small sample sizes and low methodological quality. The heterogeneity of the studies was not conducive to pooling the data.

CONCLUSIONS AND IMPLICATION OF KEY FINDINGS

The intensity and type of knowledge translation intervention seem to have an effect on practice change. More research targeting financial, organizational and regulatory knowledge translation interventions is needed.

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