Evidence-based practice in occupational therapy curricula.

Authors

Tina Angelis, EdD, OTR/L, Department of Occupational Therapy, Jefferson School of Health Professions, Thomas Jefferson University, Philadelphia, PAFollow
Thomas G DiMarco, Thomas Jefferson UniversityFollow
Susan Toth-Cohen, EdD, OTR/L, Thomas Jefferson UniversityFollow

Document Type

Article

Publication Date

10-1-2013

Comments

This article has been peer reviewed. It is the authors' final version prior to publication in Occupational Therapy in Health Care

Volume 27, Issue 4, October 2013, Pages 323-32.

The published version is available at DOI: 10.3109/07380577.2013.843115. Copyright © Informa

Abstract

The purpose of this study is to describe currently used educational strategies for teaching evidence-based practice (EBP) in entry-level master's degree occupational therapy programs in the United States. Fifty-eight entry-level occupational therapy program directors completed a survey. Results showed that occupational therapy programs consistently use a wide variety of EBP resources for teaching EBP including database searches, literature reviews, and the development of a research proposal. Less commonly used strategies include the use of case stories and journal clubs. The current study provides a baseline of existing strategies taught in entry level programs that may be built upon to gather more information about the content of EBP coursework, and determine ways to foster implementation of EBP in practice.

Recommended Citation

Angelis, EdD, OTR/L, Tina; DiMarco, Thomas G; and Toth-Cohen, EdD, OTR/L, Susan, "Evidence-based practice in occupational therapy curricula." (2013). Department of Occupational Therapy Faculty Papers. Paper 16.
https://jdc.jefferson.edu/otfp/16

PubMed ID

24102588