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dc.contributor.authorOdhwani, Anjum S.
dc.contributor.authorSarkar, Pradip K.
dc.contributor.authorGiggleman, Gene F.
dc.contributor.authorHolmes, Michelle
dc.contributor.authorPohlman, Kathrine A.
dc.date.accessioned2023-12-04T11:33:46Z
dc.date.available2023-12-04T11:33:46Z
dc.date.issued2021-03
dc.identifier.citationOdhwani, A. S., Sarkar, P. K., Giggleman, G. F., Holmes, M. M., & Pohlman, K. A. (2021). Self-perceived evidence-based practice competencies: a survey of faculty and students at a chiropractic institution. The Journal of chiropractic education, 35(1), 22–27. https://doi.org/10.7899/JCE-18-24en
dc.identifier.issn1042-5055
dc.identifier.urihttps://aecc.archive.knowledgearc.net/handle/123456789/205
dc.descriptionDirect permissions to share this article have been granted by the Editor-in-Chief of The Journal of Chiropractic Education.
dc.description.abstractObjective: To assess the self-perceived importance, skills, and utilization of evidence-based practice (EBP) among faculty and students at a chiropractic institution without a structured EBP program. The survey also evaluated EBP satisfaction among students and EBP implementation barriers/facilitators among the faculty. Methods: In this cross-sectional study, a set of organized questionnaires to assess the importance of EBP and self-perceived skills, utilization, barriers, and facilitators for faculty members, and student satisfaction was administered to the students and faculty of a chiropractic institution in February–March 2016. Descriptive statistics were used to evaluate responses. Results: A total of 417 (60.1%) students and 27 (60.0%) faculty members completed the survey. Faculty members' and students' EBP importance values were similar (8.4 and 8.3 out of 10, respectively), but faculty members self-reported their EBP skills (7.3/10) at a higher level than the student self-reported skill level (6.1/10). For utilization, students reported a higher utilization of EBP than that reported by the responding faculty members. Perceived student satisfaction on the quality and content of research-related experiences decreased from the first year to the third (final) year. Conclusion: This study found variance in the self-perceived EBP skills, utilization, barriers, and facilitators and that these skills are lagging at our doctor of chiropractic program, which does not have a structured EBP program. Faculty members and students identified the importance for EBP. Similar observations have been found at other chiropractic institutions prior to their implementation of a systematic EBP program. Those developing an EBP curriculum might use these findings to better design, implement, and assess a structured program.en
dc.language.isoenen
dc.publisherThe Journal of Chiropractic Educationen
dc.subjectChiropracticen
dc.subjectCurriculumen
dc.subjectEducationen
dc.subjectEvidence-Based Practiceen
dc.titleSelf-perceived evidence-based practice competencies: a survey of faculty and students at a chiropractic institutionen
dc.typeArticleen
dc.identifier.doihttps://doi.org/10.7899/JCE-18-24


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