Abstract：
UNASSIGNED: Clinically integrated teaching (CIT) is an effective approach for promoting evidence-based practice (EBP) competencies among medical students. Challenges towards the implementation of CIT in rehabilitation curricula include educators\' different conceptualizations of EBP, the perceived complexity of EBP and the boundaries between the academic and the clinical setting. This study aimed to identify tailored strategies to implement in rehabilitation programs and their affiliated clinical sites to support the development of EBP competencies among students in occupational therapy (OT), physical therapy (PT) and speech-language pathology (S-LP).
UNASSIGNED: Nominal group technique (NGT) with stakeholders from three rehabilitation programs in Canada, offering the professional master\'s in OT and PT (n = 35 participants) and in S-LP (n = 8).
UNASSIGNED: The top two strategies identified in the OT/PT NGT were: 1) Developing a flexible definition of EBP that recognizes its complexity; 2) Providing clinicians with more access to the teaching content by pairing faculty with preceptors. The top two strategies identified in the S-LP NGT were: 1) Providing students with opportunities for decision-making with experienced clinicians; 2) Increasing interactions between faculty and preceptors using formal group meetings.
UNASSIGNED: Findings laid foundations for future integrated knowledge translation projects to collaboratively implement, and test identified strategies.
Rehabilitation professions including occupational therapy, physical therapy and speech-language pathology acknowledge the importance of evidence-based practice (EBP).Current challenges in the teaching of EBP among rehabilitation students include educators’ different conceptualizations of EBP, the perceived complexity of EBP, and the boundaries between the academic and the clinical setting.This study shows that increasing interactions between faculty and preceptors, for instance through an online community of practice, constitutes a stakeholder-endorsed priority to advance EBP education in rehabilitation.
UNASSIGNED: Nominal group technique (NGT) with stakeholders from three rehabilitation programs in Canada, offering the professional master\'s in OT and PT (n = 35 participants) and in S-LP (n = 8).
UNASSIGNED: The top two strategies identified in the OT/PT NGT were: 1) Developing a flexible definition of EBP that recognizes its complexity; 2) Providing clinicians with more access to the teaching content by pairing faculty with preceptors. The top two strategies identified in the S-LP NGT were: 1) Providing students with opportunities for decision-making with experienced clinicians; 2) Increasing interactions between faculty and preceptors using formal group meetings.
UNASSIGNED: Findings laid foundations for future integrated knowledge translation projects to collaboratively implement, and test identified strategies.
Rehabilitation professions including occupational therapy, physical therapy and speech-language pathology acknowledge the importance of evidence-based practice (EBP).Current challenges in the teaching of EBP among rehabilitation students include educators’ different conceptualizations of EBP, the perceived complexity of EBP, and the boundaries between the academic and the clinical setting.This study shows that increasing interactions between faculty and preceptors, for instance through an online community of practice, constitutes a stakeholder-endorsed priority to advance EBP education in rehabilitation.
摘要：
■临床综合教学（CIT）是促进医学生循证实践（EBP）能力的有效方法。在康复课程中实施CIT的挑战包括教育者对EBP的不同概念化，EBP的复杂性以及学术和临床环境之间的界限。这项研究旨在确定在康复计划及其附属临床场所实施的量身定制的策略，以支持职业治疗（OT）学生的EBP能力发展。物理治疗（PT）和语言病理学（S-LP）。
■与加拿大三个康复计划的利益相关者合作的名义组技术（NGT），提供OT和PT专业硕士（n=35名参与者）和S-LP（n=8）。
■OT/PTNGT中确定的前两个策略是：1）开发EBP的灵活定义，以识别其复杂性；2）通过将教师与受体配对，为临床医生提供更多对教学内容的访问。S-LPNGT中确定的前两个策略是：1）为学生提供与经验丰富的临床医生一起决策的机会；2）使用正式的小组会议增加教师与导师之间的互动。
■研究结果为未来整合知识翻译项目的协作实施奠定了基础，并测试确定的策略。
康复专业，包括职业治疗，物理治疗和语言病理学承认循证实践（EBP）的重要性。当前在康复学生中进行EBP教学的挑战包括教育者对EBP的不同概念化，EBP的感知复杂性，以及学术和临床环境之间的界限。这项研究表明，教师和导师之间的互动日益增加，例如通过在线实践社区，构成利益相关者认可的优先事项，以促进康复中的EBP教育。
■与加拿大三个康复计划的利益相关者合作的名义组技术（NGT），提供OT和PT专业硕士（n=35名参与者）和S-LP（n=8）。
■OT/PTNGT中确定的前两个策略是：1）开发EBP的灵活定义，以识别其复杂性；2）通过将教师与受体配对，为临床医生提供更多对教学内容的访问。S-LPNGT中确定的前两个策略是：1）为学生提供与经验丰富的临床医生一起决策的机会；2）使用正式的小组会议增加教师与导师之间的互动。
■研究结果为未来整合知识翻译项目的协作实施奠定了基础，并测试确定的策略。
康复专业，包括职业治疗，物理治疗和语言病理学承认循证实践（EBP）的重要性。当前在康复学生中进行EBP教学的挑战包括教育者对EBP的不同概念化，EBP的感知复杂性，以及学术和临床环境之间的界限。这项研究表明，教师和导师之间的互动日益增加，例如通过在线实践社区，构成利益相关者认可的优先事项，以促进康复中的EBP教育。
