Table 5 Side-by-side comparison of summarised information from the Evidence Based Practice (EBP) quantitative and qualitative components
Findings | Quantitative questionnaires | Qualitative focus groups | Congruence |
|---|---|---|---|
Relevance: the value, emphasis and importance placed on EBP | Students rating of EBP relevance increased over the 4 year program. Mean increase 13.6 (95% CI: 11.7–15.5) Raw p value p ≤ 0.001 ES 2.29 increase | The perceived relevance of EBP increased over the 4 year program • Initial experience of EBP education as difficult, uninteresting and irrelevant “what’s the point and why are we doing this.” • By graduation EBP was considered highly important “…really important and it’s interesting and it guides our practice and it’s really helpful.” | congruent |
Terminology: understanding of common research terms | Students rating of their understanding of terminology increased over the 3 years. Mean increase 31.3 (95% CI: 27.7–35.0) Raw p value p ≤ 0.001 ES 3.13 increase | While participants perceived an increase in understanding general research principles over the program, statistical terminology remained a problem for many • Rote learning early in the course was not initially retained • Ongoing poor understanding of statistical terminology. “I’m not that confident that I know what all the numbers mean in the result section. Sometimes I look at that and think, ‘I’ll just skip over that’…” | divergent for statistical terminology |
Confidence: perception of ability with EBP skills | Students rating of their confidence increased over the 3 years. Mean increase 11.3 (95% CI: 9.1–13.4) Raw p value p ≤ 0.001 ES 1.67 increase | Participants perceived increased confidence in EBP skills over the program • Initially had no awareness or skills regarding research within physiotherapy • By graduation they were confident of possessing the knowledge and skills they would need in the work place | congruent |
Practice: the use of EBP in clinical situations | Students rating of their understanding of practice use increased over the 3 years. Mean increase 9.7 (95% CI: 7.7–11.6) Raw p value p ≤ 0.001 ES 1.8 increase | Participants reported a big increase in their understanding of EBP use in practice • Initially naïve regarding EBP in physiotherapy • By graduation they were unanimous that EBP was essential to their clinical work | congruent |
Sympathy: perception of the compatibility of EBP with professional work | Students rating of sympathy increased over the 3 years. Mean increase 1.8 (95% CI: 0.5–3.2) Raw p value p = 0.008 ES 0.49 increase | Participants’ understanding of the compatibility of EBP with professional work increase greatly over the program • No initial appreciation of EBP or research within physiotherapy • “…it’s such a big part of our degree that you can’t go into practice and not do it now” • Some uncertainly expressed about how EBP would fit with busy day-to-day professional work | congruent |
Actual Knowledge: measure on a knowledge test | Students’ actual knowledge increased over the 3 years. Mean increase 6.2 (95% CI: 5.6–6.8) Raw p value p ≤ 0.001 ES 4.3 increase | No data available | only quantitative results available |
Need for relevance and context | No data available | Participants understanding and appreciation of EBP accelerated in the final years, once it became more clinically relevant to them • Learning by doing –understanding accelerated once clinical placements commenced • Need more clinical examples earlier in the EBP course • Need an earlier appreciation of the context and relevance of EBP to physiotherapy practice • Undertaking SRs assisted context and learning • Positive EBP role models reinforced learning | only qualitative results available |
Getting the timing right | No data available | Participants identified optimal times to receive particular EBP training or information • Evidence searching, appraisal and Endnote skills are needed early in the program • All skills needed prior to clinical placements | only qualitative results available |