Table 2 Research evidence used to inform the PEAK Program

Characteristics of effective educational programs

Combined interactive and didactic components [26]

Participants attended a 2-day didactic workshop and monthly 1-hour educational sessions in addition to working in small groups.

More intense and with more serious implications [26]

The 6-month nature of this program was designed to be intensive. Having participants select a topic for the Best Practices List ensured that it was perceived as important.

Clinically integrated [18]

Use of participant-driven areas of clinical interest was designed to promote a direct link between the program and patient care.

Participant-driven and multi-faceted [8]

The range of online resources, formal workshop, and support for learning in small groups—all around participant-selected topics—provided a multi-faceted, participant-driven learning environment.

Known Barriers to EBP

Efficiency [28]

The PEAK program is designed to increase efficiency by building individual participant skills and by optimizing organizational resources.

Individual therapist skills [2, 4]

The 2-day workshop taught and reinforced a common, basic set of EBP skills, which individuals needed to contribute to the Best Practices List.

Organizational barriers: Resources [2]

University and library resources were bookmarked on computers in the clinical practice environment.

Organizational barriers: Culture [2]

The initial 2-day workshop required attendance from therapists across all clinical sites. The use of small groups, with individuals from different sites, was designed to facilitate a culture of cooperation around using research evidence. Additionally, clinical managers were actively involved in participating in and supporting the PEAK program.