Attitudes, skills, and use of evidence-based practice of French osteopaths who teach: a cross-sectional survey
Mhadhbi, Hakim (2023)
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2023052614820
https://urn.fi/URN:NBN:fi:amk-2023052614820
Tiivistelmä
In France, the only legal requirement to teach in an Osteopathic Educational Institution (OEI) is to have been an osteopath for five years. As a result, OEIs across France are staffed by educators with different professional and academic profiles and backgrounds. The purpose was to explore to which extent osteopaths who teach engage in evidence-based practice (EBP). Thus, the aim was to explore the attitudes, skills, and use of EBP among French osteopaths who teach in two OEIs.
A cross-sectional survey was conducted in two French OEIs, the Institut d’Ostéopathie de Rennes-Bretagne (IO-RB), France and the Centre Européen d’Enseignement Supérieur de l’Ostéopathie (CEESO), France. Educators (n=134) were invited to complete the French-translated and culturally adapted version of the Evidence-Based Practice Attitude and Utilisation Survey (EBASE-Fr) online. The survey comprises seven constructs: attitude, skills, education and training, use, barriers, enablers, and socio-demographics. The attitude, skills, and use items can be regrouped to create subscores. Associations between the characteristics (e.g., demographics, education background) of teaching osteopaths and their attitudes, skills and use reported level of EBP were explored.
Of the 134 teaching osteopaths contacted, 45% completed the EBASE-Fr questionnaire. Most participants were male (70%), between 30 and 39 years old (66,7%). Respondents reported overall positive attitudes towards EBP, with most agreeing that EBP helps in making decisions about patient care (80%) and is necessary for osteopathic practice (88%). Respondents perceived their skills in EBP to be moderately-high and reported low levels of engagement in EBP activities in the 30 days before study enrolment.
To conclude, French osteopaths who teach generally supported EBP, despite moderately-high EBP skills and low engagement in EBP activities. Future research should focus on conducting effective interventions to improve faculty development in EBP and its subsequent implementation in the curriculum.
A cross-sectional survey was conducted in two French OEIs, the Institut d’Ostéopathie de Rennes-Bretagne (IO-RB), France and the Centre Européen d’Enseignement Supérieur de l’Ostéopathie (CEESO), France. Educators (n=134) were invited to complete the French-translated and culturally adapted version of the Evidence-Based Practice Attitude and Utilisation Survey (EBASE-Fr) online. The survey comprises seven constructs: attitude, skills, education and training, use, barriers, enablers, and socio-demographics. The attitude, skills, and use items can be regrouped to create subscores. Associations between the characteristics (e.g., demographics, education background) of teaching osteopaths and their attitudes, skills and use reported level of EBP were explored.
Of the 134 teaching osteopaths contacted, 45% completed the EBASE-Fr questionnaire. Most participants were male (70%), between 30 and 39 years old (66,7%). Respondents reported overall positive attitudes towards EBP, with most agreeing that EBP helps in making decisions about patient care (80%) and is necessary for osteopathic practice (88%). Respondents perceived their skills in EBP to be moderately-high and reported low levels of engagement in EBP activities in the 30 days before study enrolment.
To conclude, French osteopaths who teach generally supported EBP, despite moderately-high EBP skills and low engagement in EBP activities. Future research should focus on conducting effective interventions to improve faculty development in EBP and its subsequent implementation in the curriculum.