Self-perceived evidence-based practice competencies: a survey of faculty and students at a chiropractic institution

Odhwani, A. S., Sarkar, P. K., Giggleman, G. F., Holmes, M. M. and Pohlman, K. A. (2019) Self-perceived evidence-based practice competencies: a survey of faculty and students at a chiropractic institution. The Journal of Chiropractic Education, 35. pp. 22-27. ISSN 1042-5055

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Abstract

Objective: To assess the self-perceived importance, skills, and utilization of evidence-based practice (EBP) among faculty and students at a chiropractic institution without a structured EBP program. The survey also evaluated EBP satisfaction among students and EBP implementation barriers/facilitators among the faculty. Methods: In this cross-sectional study, a set of organized questionnaires to assess the importance of EBP and self-perceived skills, utilization, barriers, and facilitators for faculty members, and student satisfaction was administered to the students and faculty of a chiropractic institution in February–March 2016. Descriptive statistics were used to evaluate responses. Results: A total of 417 (60.1%) students and 27 (60.0%) faculty members completed the survey. Faculty members' and students' EBP importance values were similar (8.4 and 8.3 out of 10, respectively), but faculty members self-reported their EBP skills (7.3/10) at a higher level than the student self-reported skill level (6.1/10). For utilization, students reported a higher utilization of EBP than that reported by the responding faculty members. Perceived student satisfaction on the quality and content of research-related experiences decreased from the first year to the third (final) year. Conclusion: This study found variance in the self-perceived EBP skills, utilization, barriers, and facilitators and that these skills are lagging at our doctor of chiropractic program, which does not have a structured EBP program. Faculty members and students identified the importance for EBP. Similar observations have been found at other chiropractic institutions prior to their implementation of a systematic EBP program. Those developing an EBP curriculum might use these findings to better design, implement, and assess a structured program.

Item Type:	Article
Schools:	AECC School of Chiropractic
Depositing User:	CoSector Repositories
Date Deposited:	23 Dec 2024 11:54
Last Modified:	23 Dec 2024 11:54
URI:	https://hsu.repository.guildhe.ac.uk/id/eprint/381

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