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首页> 外文期刊>BMC Medical Education >Evidence based practice in clinical physiotherapy education: a qualitative interpretive description
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Evidence based practice in clinical physiotherapy education: a qualitative interpretive description

机译：临床物理治疗教育中的循证实践：定性的解释性描述

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Background Health care undergraduate students are expected to practice evidence-based after they graduate. Previous research indicates that students face several problems with transferring evidence-based practice to real patient situations. Few studies have explored reasons for this. The aim of this study was to explore beliefs, experiences and attitudes related to third year students’ use of evidence-based practice in clinical physiotherapy education among students, clinical instructors and visiting teachers. Methods In total, six focus group interviews were conducted: three with 16 students, two with nine clinical instructors and one with four visiting teachers. In addition, one individual interview and one interview in a pair were conducted with clinical instructors. Interviewing three different participant-categories ensured comparative analysis and enabled us to exploit differences in perspectives and interactions. Interpretive description guided this process. Results Four integrative themes emerged from the analysis: “attempt to apply evidence-based practice”, “novices in clinical practice”, “prioritize practice experience over evidence-based practice” and “lack role models in evidence-based practice”. Students tried to search for research evidence and to apply this knowledge during clinical placements; a behaviour that indicated a positive attitude towards evidence-based practice. At the same time, students were novices and required basic background information more than research information. As novices they tended to lean on their clinical instructors, and were more eager to gain practical experience than practicing evidence-based; a behaviour that clinical instructors and visiting teachers often supported. Students noticed a lack of an EBP culture. Both students and clinical instructors perceived a need for role models in evidence-based practice. Conclusions Clinical instructors are in a position to influence students during clinical education, and thus, important potential role models in evidence-based practice. Actions from academic and clinical settings are needed to improve competence in evidence-based practice among clinical instructors, and future research is needed to investigate the effect of such efforts on students’ behaviour.
机译：背景知识卫生保健本科学生毕业后应以循证为基础。先前的研究表明，在将基于证据的实践转移到实际患者情况时，学生面临若干问题。很少有研究探讨其原因。这项研究的目的是探讨与大三学生在临床理疗教育中使用循证实践相结合的信念，经验和态度，涉及学生，临床指导者和访问教师。方法总共进行了6次焦点小组访谈：3名16名学生，2名9名临床讲师和1名4名访问老师。此外，还与临床讲师进行了一次个人访谈和一对访谈。采访三种不同的参与者类别可确保进行比较分析，并使我们能够利用观点和互动上的差异。解释性说明指导了这一过程。结果分析得出了四个综合主题：“尝试应用循证实践”，“临床实践新手”，“将实践经验优先于循证实践”和“循证实践中缺乏榜样”。学生试图寻找研究证据并在临床实习期间应用这些知识;表示对循证实践持积极态度的行为。同时，学生是新手，需要的基本背景信息比研究信息还要多。作为新手，他们倾向于依靠临床教练，并且比起循证医学更渴望获得实践经验。临床教练和客座老师经常支持的行为。学生注意到缺乏EBP文化。学生和临床教师都认为在循证实践中需要树立榜样。结论临床指导员可以在临床教育期间影响学生，因此，在循证实践中具有重要的潜在榜样。需要从学术和临床环境中采取措施，以提高临床教员在循证实践中的能力，还需要进一步的研究来研究此类努力对学生行为的影响。

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