title: Students' attitudes and perceptions of teaching and assessment of evidence-based practice in an occupational therapy professional Master's curriculum: a mixed methods study.
abstract: BACKGROUND
  Most health professions, including occupational therapy, have made the application of evidence-based practice a desired competency and professional responsibility. Despite the increasing emphasis on evidence-based practice for improving patient outcomes, there are numerous research-practice gaps in the health professions. In addition to efforts aimed at promoting evidence-based practice with clinicians, there is a strong impetus for university programs to design curricula that will support the development of the knowledge, attitudes, skills and behaviours associated with evidence-based practice. Though occupational therapy curricula in North America are becoming increasingly focused on evidence-based practice, research on students' attitudes towards evidence-based practice, their perceptions regarding the integration and impact of this content within the curricula, and the impact of the curriculum on their readiness for evidence-based practice is scarce. The present study examined occupational therapy students' perceptions towards the teaching and assessment of evidence-based practice within a professional master's curriculum and their self-efficacy for evidence-based practice.
  
  
  METHODS
  The study used a mixed methods explanatory sequential design. The quantitative phase included a cross-sectional questionnaire exploring attitudes towards evidence-based practice, perceptions of the teaching and assessment of evidence-based practice and evidence-based practice self-efficacy for four cohorts of students enrolled in the program and a cohort of new graduates. The questionnaire was followed by a focus group of senior students aimed at further exploring the quantitative findings.
  
  
  RESULTS
  All student cohorts held favourable attitudes towards evidence-based practice; there was no difference across cohorts. There were significant differences with regards to perceptions of the teaching and assessment of evidence-based practice within the curriculum; junior cohorts and students with previous education had less favourable perceptions. Students' self-efficacy for evidence-based practice was significantly higher across cohorts. Four main themes emerged from the focus group data: (a) Having mixed feelings about the value of evidence-based practice (b) Barriers to the application of evidence-based practice; (c) Opposing worlds and (d) Vital and imperfect role of the curriculum.
  
  
  CONCLUSIONS
  This study provides important data to support the design and revision of evidence-based practice curricula within professional rehabilitation programs.
authors.affiliation: School of Physical and Occupational Therapy, 3654 Sir William Osler, Montréal, Québec, H3G 1Y5, Canada. aliki.thomas@mcgill.ca.|Research Scientist, Center for Medical Education, Faculty of Medicine, McGill University, 1110 Pine Avenue West, Montréal, Québec, H3G 1A3, Canada. aliki.thomas@mcgill.ca.|Centre for Interdisciplinary Research in Rehabilitation, Montréal, Québec, Canada. aliki.thomas@mcgill.ca.
authors.forename: Aliki
authors.identifier: http://orcid.org/0000-0001-9807-6609
authors.initials: A
authors.lastname: Thomas
authors.affiliation: School of Physical and Occupational Therapy, 3654 Sir William Osler, Montréal, Québec, H3G 1Y5, Canada.|Research Scientist, Center for Medical Education, Faculty of Medicine, McGill University, 1110 Pine Avenue West, Montréal, Québec, H3G 1A3, Canada.|Centre for Interdisciplinary Research in Rehabilitation, Montréal, Québec, Canada.
authors.forename: Lu
authors.initials: L
authors.lastname: Han
authors.affiliation: School of Physical and Occupational Therapy, 3654 Sir William Osler, Montréal, Québec, H3G 1Y5, Canada.|Research Scientist, Center for Medical Education, Faculty of Medicine, McGill University, 1110 Pine Avenue West, Montréal, Québec, H3G 1A3, Canada.|Centre for Interdisciplinary Research in Rehabilitation, Montréal, Québec, Canada.
authors.forename: Brittony P
authors.initials: BP
authors.lastname: Osler
authors.affiliation: School of Physical and Occupational Therapy, 3654 Sir William Osler, Montréal, Québec, H3G 1Y5, Canada.|Research Scientist, Center for Medical Education, Faculty of Medicine, McGill University, 1110 Pine Avenue West, Montréal, Québec, H3G 1A3, Canada.|Centre for Interdisciplinary Research in Rehabilitation, Montréal, Québec, Canada.
authors.forename: Emily A
authors.initials: EA
authors.lastname: Turnbull
authors.affiliation: School of Physical and Occupational Therapy, 3654 Sir William Osler, Montréal, Québec, H3G 1Y5, Canada.|Research Scientist, Center for Medical Education, Faculty of Medicine, McGill University, 1110 Pine Avenue West, Montréal, Québec, H3G 1A3, Canada.|Centre for Interdisciplinary Research in Rehabilitation, Montréal, Québec, Canada.
authors.forename: Erin
authors.initials: E
authors.lastname: Douglas
mesh_terms: D001291:Attitude of Health Personnel; D002170:Canada; D002983:Clinical Competence / Q000592:standards; D003430:Cross-Sectional Studies; D003479:Curriculum / Q000592:standards; D055317:Evidence-Based Practice / Q000193:education* / Q000592:standards; D017144:Focus Groups; D007722:Health Knowledge, Attitudes, Practice; D006801:Humans; D009788:Occupational Therapy / Q000193:education*; D026741:Physical Therapy Modalities / Q000193:education; D026761:Physical Therapy Specialty / Q000193:education; D036301:Qualitative Research; D013336:Students, Health Occupations / Q000523:psychology / Q000706:statistics & numerical data; D013663:Teaching / Q000592:standards*
keywords: Attitudes; Curriculum; Evidence-based practice; Professional education; Rehabilitation; Self-efficacy