Measuring evidence-based practice knowledge and skills in occupational therapy - a brief instrument

dc.contributorJelsma, Jennifer
dc.contributorSiegfried, Nandi
dc.contributor.authorBuchanan, Helen
dc.coverage.spatialWestern Cape, South Africaen_ZA
dc.date.accessioned2016-04-29T08:33:36Z
dc.date.available2016-04-29T08:33:36Z
dc.date.issued2015-10-30
dc.description.abstractBackground: Valid and reliable instruments are required to measure the effect of educational interventions to improve evidence-based practice (EBP) knowledge and skills in occupational therapy. The aims of this paper are to: 1) describe amendments to the Adapted Fresno Test of Competence in EBP (AFT), and 2) report the psychometric properties of the modified instrument when used with South African occupational therapists. Methods: The clinical utility of the AFT was evaluated for use with South African occupational therapists and modifications made. The modified AFT was used in two studies to assess its reliability and validity. In Study 1 a convenience sample of 26 occupational therapists in private practice or government-funded health facilities in a South African province were recruited to complete the modified AFT on two occasions 1 week apart. Completed questionnaires were scored independently by two raters. Inter-rater, test-retest reliability and internal consistency were determined. Study 2 was a pragmatic randomised controlled trial involving occupational therapists in four Western Cape Department of Health district municipalities (n = 58). Therapists were randomised in matched pairs to one of two educational interventions (interactive or didactic), and completed the modified AFT at baseline and 12 weeks after the intervention. An intention-to-treat analysis was performed. Data were not normally distributed, thus non-parametric statistics were used. Results: In Study 1, 21 of 26 participants completed the questionnaire twice. Test-retest (ICC = 0.95, 95 % CI = 0.88–0.98) and inter-rater reliability (Time 1: ICC = 0.995, 95 % CI = 0.99–0.998; Time 2: ICC = 0.99, 95 % CI = 0.97–0.995) were excellent for total scores. Internal consistency based on time 1 scores was satisfactory (α = 0.70). In Study 2, 28 participants received an interactive educational intervention and completed the modified AFT at baseline and 12 weeks later. Median total SAFT scores increased significantly from baseline to 12-weeks (Z = −4.078, p < 0.001) with a moderate effect size (r = 0.55). Conclusion: The modified AFT has demonstrated validity for detecting differences in EBP knowledge between two groups. It also has excellent test-retest and inter-rater reliability. The instrument is recommended for contexts where EBP is an emerging approach and time is at a premium.en_ZA
dc.identifier.apacitationBuchanan, H. (2015). Measuring evidence-based practice knowledge and skills in occupational therapy - a brief instrument. <i>BMC Medical Education</i>, http://hdl.handle.net/11427/19318en_ZA
dc.identifier.chicagocitationBuchanan, Helen "Measuring evidence-based practice knowledge and skills in occupational therapy - a brief instrument." <i>BMC Medical Education</i> (2015) http://hdl.handle.net/11427/19318en_ZA
dc.identifier.citationBuchanan Helen, Jelsma Jennifer, Siegfried Nandi (2015). Measuring evidence-based practice knowledge and skills in occupational therapy – a brief instrument. BMC Medical Education,15:191. doi: 10.1186/s12909-015-0475-2.en_ZA
dc.identifier.ris TY - Journal Article AU - Buchanan, Helen AB - Background: Valid and reliable instruments are required to measure the effect of educational interventions to improve evidence-based practice (EBP) knowledge and skills in occupational therapy. The aims of this paper are to: 1) describe amendments to the Adapted Fresno Test of Competence in EBP (AFT), and 2) report the psychometric properties of the modified instrument when used with South African occupational therapists. Methods: The clinical utility of the AFT was evaluated for use with South African occupational therapists and modifications made. The modified AFT was used in two studies to assess its reliability and validity. In Study 1 a convenience sample of 26 occupational therapists in private practice or government-funded health facilities in a South African province were recruited to complete the modified AFT on two occasions 1 week apart. Completed questionnaires were scored independently by two raters. Inter-rater, test-retest reliability and internal consistency were determined. Study 2 was a pragmatic randomised controlled trial involving occupational therapists in four Western Cape Department of Health district municipalities (n = 58). Therapists were randomised in matched pairs to one of two educational interventions (interactive or didactic), and completed the modified AFT at baseline and 12 weeks after the intervention. An intention-to-treat analysis was performed. Data were not normally distributed, thus non-parametric statistics were used. Results: In Study 1, 21 of 26 participants completed the questionnaire twice. Test-retest (ICC = 0.95, 95 % CI = 0.88–0.98) and inter-rater reliability (Time 1: ICC = 0.995, 95 % CI = 0.99–0.998; Time 2: ICC = 0.99, 95 % CI = 0.97–0.995) were excellent for total scores. Internal consistency based on time 1 scores was satisfactory (α = 0.70). In Study 2, 28 participants received an interactive educational intervention and completed the modified AFT at baseline and 12 weeks later. Median total SAFT scores increased significantly from baseline to 12-weeks (Z = −4.078, p < 0.001) with a moderate effect size (r = 0.55). Conclusion: The modified AFT has demonstrated validity for detecting differences in EBP knowledge between two groups. It also has excellent test-retest and inter-rater reliability. The instrument is recommended for contexts where EBP is an emerging approach and time is at a premium. DA - 2015-10-30 DB - OpenUCT DP - University of Cape Town J1 - BMC Medical Education KW - Occupational therapy KW - Evidence-based Practice KW - Evaluation Instrument KW - Psychometric properties KW - Adapted Fresno Test of Competence in Evidence-based Practice LK - https://open.uct.ac.za PB - University of Cape Town PY - 2015 T1 - Measuring evidence-based practice knowledge and skills in occupational therapy - a brief instrument TI - Measuring evidence-based practice knowledge and skills in occupational therapy - a brief instrument UR - http://hdl.handle.net/11427/19318 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/19318
dc.identifier.urihttp://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-015-0475-2
dc.identifier.vancouvercitationBuchanan H. Measuring evidence-based practice knowledge and skills in occupational therapy - a brief instrument. BMC Medical Education. 2015; http://hdl.handle.net/11427/19318.en_ZA
dc.languageengen_ZA
dc.publisherBiomed Centralen_ZA
dc.publisher.departmentDepartment of Health and Rehabilitation Sciencesen_ZA
dc.publisher.facultyFaculty of Health Sciencesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.rightsCreative Commons Attribution 4.0 International (CC BY 4.0)*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/en_ZA
dc.sourceBMC Medical Educationen_ZA
dc.source.urihttp://bmcmededuc.biomedcentral.com/
dc.subjectOccupational therapy
dc.subjectEvidence-based Practice
dc.subjectEvaluation Instrument
dc.subjectPsychometric properties
dc.subjectAdapted Fresno Test of Competence in Evidence-based Practice
dc.titleMeasuring evidence-based practice knowledge and skills in occupational therapy - a brief instrumenten_ZA
dc.typeJournal Articleen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceArticleen_ZA
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