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首页> 外文期刊>Journal of athletic training >Perceived Outcomes of Web-Based Modules Designed to Enhance Athletic Trainers' Knowledge of Evidence-Based Practice
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Perceived Outcomes of Web-Based Modules Designed to Enhance Athletic Trainers' Knowledge of Evidence-Based Practice

机译：基于网络的模块的感知成果，旨在增强运动训练员对循证实践的认识

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Context: The release of evidence-based practice (EBP) Web-based learning modules to the membership of the National Athletic Trainers' Association has provided athletic trainers (ATs) the opportunity to enhance their knowledge of the various EBP concepts. Whereas increasing the knowledge of EBP among ATs is important, assessing whether this newfound knowledge is being translated into clinical practice and didactic education is crucial. Objective: To explore the effectiveness of an educational intervention regarding EBP on the didactic instruction patterns of athletic training educators and the clinical practice behaviors of clinicians. Design: Qualitative study. Setting: Individual telephone interviews. Patients or Other Participants: A total of 25 ATs (12 educators, 13 clinicians; experience as an AT = 16.00 ± 9.41 years) were interviewed. Data Collection and Analysis: We conducted 1 individual telephone interview with each participant. After transcription, the data were analyzed and coded into common themes and categories. Triangulation of the data occurred via the use of multiple researchers and member checking to confirm the accuracy of the data. Results: Participants perceived the EBP Web-based modules to produce numerous outcomes regarding education and clinical practice. These outcomes included perceived knowledge gain among participants, an increase in the importance and scope of EBP, a positive effect on educators' didactic instruction patterns and on instilling value and practice of EBP among students, and an enhanced ability among clinicians to implement EBP within clinical practice. However, some clinicians reported the Web-based modules had no current effect on clinical practice. Conclusions: Although the EBP Web-based modules were successful at enhancing knowledge among ATs, translation of knowledge into the classroom and clinical practice remains limited. Researchers should aim to identify effective strategies to help ATs implement EBP concepts into didactic education and clinical practice.
机译：背景：向美国国家田径教练协会的成员发布了基于证据的实践（EBP）基于网络的学习模块，这为田径教练（AT）提供了增强他们对各种EBP概念知识的机会。尽管增加AT中的EBP知识很重要，但评估这一新发现的知识是否正在转化为临床实践和教学教育至关重要。目的：探讨关于EBP的教育干预措施对运动训练教育者的教学方式和临床医生的临床行为的有效性。设计：定性研究。地点：个人电话采访。患者或其他参与者：总共采访了25位AT（12位教育者，13位临床医生; AT的经验= 16.00±9.41年）。数据收集和分析：我们对每个参与者进行了1次单独的电话采访。转录后，对数据进行分析并编码为通用主题和类别。通过使用多个研究人员和成员检查来确认数据的准确性，从而对数据进行三角测量。结果：参与者认为基于EBP网络的模块可产生有关教育和临床实践的众多结果。这些成果包括参与者之间感知的知识获取，EBP重要性和范围的增加，对教育者的教学方式，对学生的EBP灌输价值和实践的积极影响，以及临床医生在临床中实施EBP的能力增强。实践。但是，一些临床医生报告说，基于Web的模块对临床实践没有当前影响。结论：尽管基于EBP Web的模块成功地增强了AT之间的知识，但是将知识转换到课堂和临床实践中仍然受到限制。研究人员应着眼于确定有效的策略，以帮助AT将EBP概念实施到教学教育和临床实践中。

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