Engaging with evidence-based practice in the osteopathy clinical learning environment: A mixed methods pilot study

Abstract

Abstract Introduction Evidence-based medicine (EBM) requires that patient management decisions include deliberations on the best available evidence. However, engagement with EBM appears to be inconsistent. This pilot study used a mixed-methods approach to evaluate clinical educator and learner engagement with evidence in the clinical learning environment (CLE) through the SNAPPS-Plus clinical supervision model. Methods Southern Cross University (Australia) senior osteopathy students and their clinical educators were invited to complete the Evidence-Based Practice Questionnaire (EBPQ) and participate in a series of focus groups following use of the SNAPPS-Plus model in the CLE. Inferential statistics were used to explore EBPQ responses and focus groups were transcribed and thematically analysed. Results Attitudes to EBM and practice were largely positive. The student EBPQ Practice subscale was significantly improved pre-post intervention. None of the other subscales were significantly different. Focus groups confirmed the increased use of EBM and the SNAPPS-Plus model provided a structure that improved the efficiency and effectiveness of students’ literature searches. Focus groups highlighted the different value educators and students placed on research evidence and clinical experience. Conclusion This pilot study suggests learners and clinical educators engage with evidence in the CLE, including co-learning. PICO, within the SNAPPS-Plus model, may be an appropriate vehicle for promoting learner use of EBM. This work suggests the SNAPPS-Plus model is a promising strategy for encouraging evidence-based practice behaviours and could be used to inform future research. Further research is required to evaluate whether the model creates a sustained habit of searching for evidence to inform practice.