Evidence-based practice in optometry: are the knowledge carried forward by students after graduation?
The aim of this study is to explore the perceived benefit of Evidence-based practice (EBP) as teaching and learning approaches in undergraduate optometry program. The perceived benefit of EBP was measured using Taipei Evidence-Based Practice Questionnaire (TEBPQ). TEBPQ consists of 26 self-rep...
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| Main Authors: | , , , , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Penerbit Universiti Kebangsaan Malaysia
2020
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| Online Access: | http://journalarticle.ukm.my/17060/1/44041-142110-1-PB.pdf http://journalarticle.ukm.my/17060/ https://ejournal.ukm.my/ajtlhe/issue/view/1353 |
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| Summary: | The aim of this study is to explore the perceived benefit of Evidence-based practice (EBP) as
teaching and learning approaches in undergraduate optometry program. The perceived
benefit of EBP was measured using Taipei Evidence-Based Practice Questionnaire (TEBPQ).
TEBPQ consists of 26 self-reported items, which include domains of ‘Ask’, ‘Acquire”,
‘Appraisal’, ‘Apply’ and ‘Attitude’. The questionnaire was administered to two cohorts of
Optometry students. Thirteen students in cohort 2018/2019 (new graduates) and 35 students
in cohort 2019/2020 (ongoing training) completed the questionnaire. The highest score for
students in cohort 2018/2019 was for ‘Ask’ domain (3.26±0.41) and the lowest score was for
‘Apply’ domain (3.05±0.57). The highest score for students in cohort 2019/2020 was for ‘Ask’
domain (3.22±0.35) and the lowest score is ‘Appraisal’ domain (3.02±0.41).However, two-samples Mann-Whitney U test showed no significant difference for all four domains in EBP
between the two cohorts (p>0.05). ‘Attitude’ domain also showed no significant difference
between the two cohorts (p>0.05). In this study, both cohorts of optometry students showed
equal EBP related knowledge and they have good attitude towards the importance of EBP
competencies in clinical decision making. |
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