248738 Evaluating Student Abilities and Behaviors to Access Scientific Literature Following an Evidence-Based Practice Curriculum Intervention at a CAM Institution

Monday, October 31, 2011: 9:18 AM

Thomas Grieve, DC , Research Department, National University of Health Sciences, Lombard, IL
Barbara Sullivan, PhD , Evidence Based Practice, National University of Health Sciences, Lombard, IL
Jerrilyn A. Cambron, DC, PhD , National University of Health Sciences, Professor, Research Department, Lombard, IL
Christopher Wolcott, DC , Research Department, National University of Health Sciences, Lombard, IL
Judy Pocius, MS , Research Department, National University of Health Sciences, Lombard, IL
Gregory Cramer, DC, Ph D , Research Department, National University of Health Sciences, Lombard, IL
Background: An evidence-based practice (EBP) curriculum was instituted at the National University of Health Sciences in order to develop core EBP competencies in future complementary and alternative medicine (CAM) practitioners. Short-term, long-term, stand-alone, and integrated teaching strategies were implemented progressively into the student curriculum.

Objective: To determine if exposure to an EBP curriculum changed students' skills, knowledge and behaviors regarding accessing and using high quality scientific literature.

Methods: Surveys assessing EBP knowledge, skills, behaviors, and attitudes were prospectively administered to students participating in the EBP curriculum during the program implementation. Quantitative and qualitative analysis of six cohorts of student participant surveys was performed.

Results: As EBP curriculum dosage increased, students demonstrated increased competencies over baseline in identifying and formulating good clinical questions and identifying relevant, applicable sources of high-quality scientific literature. Students also self-reported increased competencies in conducting literature searches without assistance, evaluating study designs, and interpreting study results.

Discussion: Exposure to and training in EBP skills has an impact on clinical decisions, making the process more efficient and effective. The focus on utilizing knowledge, skills, behaviors and attitudes common to evidence-based health care providers has driven clinicians to the biomedical literature and also required researchers to design research studies with clinical outcomes that are important and relevant to clinicians as well as patients.

Conclusion: Results indicate that exposing students to an EBP curriculum increases core EBP competencies.

Learning Areas:
Conduct evaluation related to programs, research, and other areas of practice
Implementation of health education strategies, interventions and programs
Planning of health education strategies, interventions, and programs

Learning Objectives:
1) Describe the process of assessment of core EBP student competencies 2) Discuss key study results and implications of the use of evidence in clinical practice 3) Discuss the public health impact of having clinicians exposed to an EBP curriculum

Keywords: Chiropractic, Evidence Based Practice

Presenting author's disclosure statement:

Qualified on the content I am responsible for because: I have actively participated in the research described in the abstract and I am the principal author of any related papers or presentations.
Any relevant financial relationships? No

I agree to comply with the American Public Health Association Conflict of Interest and Commercial Support Guidelines, and to disclose to the participants any off-label or experimental uses of a commercial product or service discussed in my presentation.