Engaging with evidence-based practice in the osteopathy clinical learning environment: A mixed methods pilot study

Vaughan, B; Grace, S; Gray, B; Kleinbaum, A

Engaging with evidence-based practice in the osteopathy clinical learning environment: A mixed methods pilot study

Vaughan, B

Grace, S Gray, B Kleinbaum, A

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Publisher:: ELSEVIER SCI LTD
Publication Type:: Journal Article
Citation:: International Journal of Osteopathic Medicine, 2019, 33-34, pp. 52-58
Issue Date:: 2019-09-01

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Field	Value	Language
dc.contributor.author	Vaughan, B https://orcid.org/0000-0002-8623-4558
dc.contributor.author	Grace, S
dc.contributor.author	Gray, B
dc.contributor.author	Kleinbaum, A
dc.date.accessioned	2022-09-26T04:16:52Z
dc.date.available	2022-09-26T04:16:52Z
dc.date.issued	2019-09-01
dc.identifier.citation	International Journal of Osteopathic Medicine, 2019, 33-34, pp. 52-58
dc.identifier.issn	1746-0689
dc.identifier.issn	1878-0164
dc.identifier.uri	http://hdl.handle.net/10453/162079
dc.description.abstract	Introduction: Evidence-based medicine (EBM) requires that patient management decisions include deliberations on the best available evidence. However, engagement with EBM appears to be inconsistent. This pilot study used a mixed-methods approach to evaluate clinical educator and learner engagement with evidence in the clinical learning environment (CLE) through the SNAPPS-Plus clinical supervision model. Methods: Southern Cross University (Australia) senior osteopathy students and their clinical educators were invited to complete the Evidence-Based Practice Questionnaire (EBPQ) and participate in a series of focus groups following use of the SNAPPS-Plus model in the CLE. Inferential statistics were used to explore EBPQ responses and focus groups were transcribed and thematically analysed. Results: Attitudes to EBM and practice were largely positive. The student EBPQ Practice subscale was significantly improved pre-post intervention. None of the other subscales were significantly different. Focus groups confirmed the increased use of EBM and the SNAPPS-Plus model provided a structure that improved the efficiency and effectiveness of students’ literature searches. Focus groups highlighted the different value educators and students placed on research evidence and clinical experience. Conclusion: This pilot study suggests learners and clinical educators engage with evidence in the CLE, including co-learning. PICO, within the SNAPPS-Plus model, may be an appropriate vehicle for promoting learner use of EBM. This work suggests the SNAPPS-Plus model is a promising strategy for encouraging evidence-based practice behaviours and could be used to inform future research. Further research is required to evaluate whether the model creates a sustained habit of searching for evidence to inform practice.
dc.language	English
dc.publisher	ELSEVIER SCI LTD
dc.relation.ispartof	International Journal of Osteopathic Medicine
dc.relation.isbasedon	10.1016/j.ijosm.2019.09.001
dc.rights	info:eu-repo/semantics/closedAccess
dc.subject	1104 Complementary and Alternative Medicine
dc.subject.classification	Orthopedics
dc.title	Engaging with evidence-based practice in the osteopathy clinical learning environment: A mixed methods pilot study
dc.type	Journal Article
utslib.citation.volume	33-34
utslib.for	1104 Complementary and Alternative Medicine
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Health
pubs.organisational-group	/University of Technology Sydney/Faculty of Health/Public Health
utslib.copyright.status	closed_access	*
dc.date.updated	2022-09-26T04:16:51Z
pubs.publication-status	Published
pubs.volume	33-34

Abstract:

Introduction: Evidence-based medicine (EBM) requires that patient management decisions include deliberations on the best available evidence. However, engagement with EBM appears to be inconsistent. This pilot study used a mixed-methods approach to evaluate clinical educator and learner engagement with evidence in the clinical learning environment (CLE) through the SNAPPS-Plus clinical supervision model. Methods: Southern Cross University (Australia) senior osteopathy students and their clinical educators were invited to complete the Evidence-Based Practice Questionnaire (EBPQ) and participate in a series of focus groups following use of the SNAPPS-Plus model in the CLE. Inferential statistics were used to explore EBPQ responses and focus groups were transcribed and thematically analysed. Results: Attitudes to EBM and practice were largely positive. The student EBPQ Practice subscale was significantly improved pre-post intervention. None of the other subscales were significantly different. Focus groups confirmed the increased use of EBM and the SNAPPS-Plus model provided a structure that improved the efficiency and effectiveness of students’ literature searches. Focus groups highlighted the different value educators and students placed on research evidence and clinical experience. Conclusion: This pilot study suggests learners and clinical educators engage with evidence in the CLE, including co-learning. PICO, within the SNAPPS-Plus model, may be an appropriate vehicle for promoting learner use of EBM. This work suggests the SNAPPS-Plus model is a promising strategy for encouraging evidence-based practice behaviours and could be used to inform future research. Further research is required to evaluate whether the model creates a sustained habit of searching for evidence to inform practice.

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http://hdl.handle.net/10453/162079