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首页> 外文期刊>Journal of athletic training >An Evidence-Based Practice Educational Intervention for Athletic Trainers: A Randomized Controlled Trial
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An Evidence-Based Practice Educational Intervention for Athletic Trainers: A Randomized Controlled Trial

机译：基于证据的运动训练员实践教育干预：随机对照试验。

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Context: As evidence-based practice (EBP) becomes a necessity in athletic training, Web-based modules have been developed and made available to the National Athletic Trainers' Association membership as a mechanism to educate athletic trainers (ATs) on concepts of EBP. Objective: To assess the effect of an educational intervention on enhancing knowledge of EBP among ATs. Design: Randomized controlled trial. Setting: Web-based modules and knowledge assessment. Patients or Other Participants: A total of 164 of 473 ATs (34.7% response rate), including professional athletic training students, graduate students, clinical preceptors, educators, and clinicians, were randomized into a control group (40 men, 42 women) or experimental group (33 men, 49 women). Intervention(s): Ten Web-based modules were developed that covered concepts involved in the EBP process. Both groups completed the Evidence-Based Practice Knowledge Assessment before and after the intervention phase. During the intervention phase, the experimental group had access to the Web-based modules for 4 weeks, whereas the control group had no direct responsibilities for the investigation. The knowledge assessment consisted of 60 multiple choice questions pertaining to concepts presented in the 10 modules. Test-retest reliability was determined to be good (intraclass correlation coefficient [2,1] = 0.726, 95% confidence interval = 0.605, 0.814). Main Outcome Measure(s): Independent variables consisted of group (control, experimental) and time (preassessment, postassessment). Knowledge scores were tabulated by awarding 1 point for each correct answer (maximum = 60). Between-group and within-group differences were calculated using a 2 × 2 repeated-measures analysis of variance (P ≤ .05), post hoc t tests, and Hedges g effect size with 95% confidence intervals. Results: We found a group × time interaction (F1,162 = 26.29, P < .001). No differences were identified between the control (30.12 ± 5.73) and experimental (30.65 ± 5.93) groups during the preassessment (t162 = 0.58, P = .84). The experimental group (36.35 ± 8.58) obtained higher scores on the postassessment than the control group (30.99 ± 6.33; t162 = 4.55, P = .01). No differences were identified among time instances within the control group (t81 = 1.77, P = .08); however, the experimental group obtained higher scores on the postassessment than the preassessment (t81 = 7.07, P < .001). Conclusions: An educational intervention consisting of 10 Web-based modules was an effective mechanism to increase knowledge of foundational EBP concepts among ATs. However, it is not known whether ATs are integrating EBP into daily clinical practice. Researchers should determine whether increased knowledge of EBP affects the daily clinical decision making of ATs.
机译：背景信息：随着循证实践（EBP）成为运动训练中的必要性，基于Web的模块已经开发出来，并提供给美国国家田径训练员协会会员，作为对EBP概念进行教育的机制。目的：评估教育干预措施对增强AT的EBP知识的作用。设计：随机对照试验。设置：基于Web的模块和知识评估。患者或其他参与者：包括专业运动训练学生，研究生，临床教官，教育工作者和临床医生在内的473名AT中的164名（34.7％的回应率）被随机分为对照组（40名男性，42名女性）或实验组（33名男性，49名女性）。干预：开发了十个基于Web的模块，涵盖了EBP流程中涉及的概念。两组在干预阶段之前和之后均完成了“循证实践知识评估”。在干预阶段，实验组可以访问基于Web的模块长达4周，而对照组没有直接负责调查。知识评估包括与10个模块中提出的概念有关的60个多项选择题。重测信度确定为良好（类内相关系数[2,1] = 0.726，95％置信区间= 0.605，0.814）。主要指标：独立变量由组（对照组，实验组）和时间（评估前，评估后）组成。通过为每个正确答案奖励1分（最高= 60），将知识分数制成表格。组间和组内差异是使用2×2重复测量方差分析（P≤.05），事后检验和Hedges g效应量（具有95％置信区间）计算的。结果：我们发现了一个组×时间交互作用（F1,162 = 26.29，P <.001）。在预评估期间，对照组（30.12±5.73）和实验组（30.65±5.93）之间没有差异（t162 = 0.58，P = 0.84）。实验组（36.35±8.58）在评估后得分高于对照组（30.99±6.33; t162 = 4.55，P = 0.01）。对照组中各时间实例之间未发现差异（t81 = 1.77，P = .08）;然而，实验组的评估后得分高于评估前（t81 = 7.07，P <.001）。结论：由10个基于Web的模块组成的教育干预是一种增加AT中基本EBP概念知识的有效机制。但是，尚不清楚AT是否将EBP整合到日常临床实践中。研究人员应确定对EBP的了解是否会影响AT的日常临床决策。

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