Sammendrag
Background: Teaching and learning of evidence-based practice (EBP) should be interactive and related to clinical questions. Furthermore, students need tools to help them organize the learning process, and EBP educators need instruments to assess the competence of individual students, and to evaluate study programs. Existing critical appraisal tools are available. However, we have not identified a generic tool that covers all EBP steps and assess EBP behaviour. Aim: To develop a generic EBP tool for learning and assessment purposes. Methods: Characteristics of the tool: The tool is designed for health care students and professionals. It requires participants to document all EBP steps, based on real clinical questions. Thus, the tool allows assessment of self-reported EBP behaviour. Testing of the tool: The tool was tested in different settings; in the curriculum for medical students in their 5th year (n=90); in a post-graduate course for clinical physiotherapy instructors (n=14) and in continuous medical education (CME) for physiotherapists (n=8). Usability and layout of the tool was improved on the basis of feedback from teachers and students, as well as the researchers own experience. Development of a scoring instrument: To assess self-reported EBP behaviour a system for assessment was developed. The Adapted Fresno Test and its grading rubric were used as point of reference. Results: The tool and scoring instrument will be presented at the conference. Feedback from participants and our informal evaluation suggests that the tool is easy to use, structures the learning process and enhances EBP skills and EBP behaviour. Scoring criteria were negotiated between teachers until consensus was reached. Using a standarised scoring instrument may give more accurate scores. Conclusion: The EBP tool shows promise for students? learning and teachers? assessment. However, both the tool and the scoring instrument need to be further tested and evaluated for feasibility, reliability and validity.
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