Does research training change allied health clinicians’ evidence-based practice?

Abstract

Background

Patient outcomes improve with evidence-based practice (EBP). EBP is a problem-solving approach to clinical care that incorporates current best practice based on research, clinical expertise, and patient choice. The development of allied health clinicians’ research skills is key to closing the evidence-practice gap.

Objectives/Aims

To evaluate the effect of a research training program on allied health clinicians’ knowledge, attitudes and practices related to research and evidence-based practice.

Method

A mixed-methods design was utilized. The 23-item Knowledge, Attitudes and Practice survey was used to measure four factors related to EBP: knowledge; attitudes about EBP; practice – information retrieval; and professional practice and learning. Semi-structured interviews were conducted with clinicians to explore their perceptions and experiences of the training program and conducting research. Survey data were analysed using descriptive analysis and repeated measures ANOVA. Interview data was analysed using thematic analysis.

Results

Thirty-one clinicians (female 84%; <40 years 74%) participated in the KAP survey. Participants’ scores on knowledge (M=85.65, SD=7.37) were significantly higher than attitudes (M=81.89, SD=8.38), which were higher than both professional practice and learning (M=77.69, SD=7.94) and information retrieval (M=75.13, SD=10.06). Preliminary interview data analysis indicates that participants (n=8) valued the skills and knowledge gained from the training program (e.g. database searching, structured approach to developing a research protocol). Participants frequently spoke about advantages conferred by the social nature of the program (e.g. networking with other clinician researchers, opportunities for peer learning and support) during the program and beyond.

Implications/Outcomes for Planned Research Project

Research training that provides opportunities for networking, peer support, peer learning, and the development of a community of practice can contribute to learning beyond the formal components of the training scheme.