Instructional practices for evidence-based practice with pre-registration allied health students: a review of recent research and developments

Hitch, Danielle and Nicola-Richmond, Kelli 2016, Instructional practices for evidence-based practice with pre-registration allied health students: a review of recent research and developments, Advances in health sciences education, vol. In Press, pp. 1-15, doi: 10.1007/s10459-016-9702-9.

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Title Instructional practices for evidence-based practice with pre-registration allied health students: a review of recent research and developments
Author(s) Hitch, DanielleORCID iD for Hitch, Danielle orcid.org/0000-0003-2798-2246
Nicola-Richmond, KelliORCID iD for Nicola-Richmond, Kelli orcid.org/0000-0003-4874-5055
Journal name Advances in health sciences education
Volume number In Press
Start page 1
End page 15
Total pages 15
Publisher Springer
Place of publication Dodrecht, The Netherlands
Publication date 2016-07-28
ISSN 1382-4996
1573-1677
Keyword(s) allied health
evidence based practice
higher education
research methods
review
teaching
Summary The aim of this study is to update a previous review published in this journal on the effectiveness of teaching and assessment interventions for evidence based practice in health professions, and to determine the extent to which the five recommendations made from that review have been implemented. The Integrating Theory, Evidence and Action method was used to synthesise all published evidence from 2011 to 2015, which addressed instructional practices used for evidence based practice with pre-registration allied health students. Seventeen articles were found to meet the inclusion criteria, and were analysed for both their individual rigour and relationship to the five recommendations. The evidence reviewed in this study was diverse in both its geographical setting and the allied health disciplines represented. Most of the evidence used less rigorous methods, and the evidence base is generally exploratory in nature. To date, the five recommendations regarding instructional practices in this area have been implemented to varying degrees. Many current practices promote social negotiation, collaborative decision-making and collaborative learning, so the social constructivist approach is being adopted. However, the prior knowledge of students is not being assessed as a basis for scaffolding, communication of evidence based practice to varying audiences is rarely addressed and the role of clinicians in the learning of evidence based practice knowledge, skills, beliefs and attitudes remains limited.
Language eng
DOI 10.1007/s10459-016-9702-9
Field of Research 130209 Medicine, Nursing and Health Curriculum and Pedagogy
1302 Curriculum And Pedagogy
Socio Economic Objective 970111 Expanding Knowledge in the Medical and Health Sciences
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2016, Springer Science+Business Media
Persistent URL http://hdl.handle.net/10536/DRO/DU:30087317

Document type: Journal Article
Collection: School of Psychology
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