Evaluating Baccalaureate Occupational Therapy education in evidence-based practice

Purpose: This study investigated whether graduates had implemented the evidence-based practice skills learnt in their baccalaureate course in their workplace. It clarifies our understanding of factors that influence delivering evidence-based practice in the workplace and the efficacy of evidence based practice courses introduced in higher education. It indicates whether education by itself solves the implementation riddle or if workplace factors also limit implementation. Design: Quasi-experimental post-test only design based on postal questionnaire and focus groups. Method: Graduate occupational therapists from 1998-2001 (N = 220) were surveyed (n = 71) then focus groups representing control and experimental groups were used to gather additional data. Descriptive and non-parametric analyses (chi square) were made of the data. Findings: Significant differences between experimental and control groups were found in the ability to implement evidence-based practice. Workplace factors had an effect on implementation. Conclusions: Baccalaureate education of occupational therapists does increase knowledge of, and skills in, implementing evidence-based practice