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Self-reported and objectively assessed knowledge of evidence-based practice terminology among healthcare students: A cross-sectional study.
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- Author(s): Snibsøer, Anne Kristin1 ; Ciliska, Donna1,2; Yost, Jennifer2,3; Graverholt, Birgitte1; Nortvedt, Monica Wammen1,4; Riise, Trond5; Espehaug, Birgitte1
- Source:
PLoS ONE. 7/12/2018, Vol. 13 Issue 7, p1-13. 13p.- Subject Terms:
- Source:
- Additional Information
- Abstract: Background: Self-reported scales and objective measurement tools are used to evaluate self-perceived and objective knowledge of evidence-based practice (EBP). Agreement between self-perceived and objective knowledge of EBP terminology has not been widely investigated among healthcare students. Aim: The aim of this study was to examine agreement between self-reported and objectively assessed knowledge of EBP terminology among healthcare students. A secondary objective was to explore this agreement between students with different levels of EBP exposure. Methods: Students in various healthcare disciplines and at different academic levels from Norway (n = 336) and Canada (n = 154) were invited to answer the Terminology domain items of the Evidence-Based Practice Profile (EBP2) questionnaire (self-reported), an additional item of ‘evidence based practice’ and six random open-ended questions (objective). The open-ended questions were scored on a five-level scoring rubric. Interrater agreement between self-reported and objective items was investigated with weighted kappa (Kw). Intraclass correlation coefficient (ICC) was used to estimate overall agreement. Results: Mean self-reported scores varied across items from 1.99 (‘forest plot’) to 4.33 (‘evidence-based practice’). Mean assessed open-ended answers varied from 1.23 (‘publication bias’) to 2.74 (‘evidence-based practice’). For all items, mean self-reported knowledge was higher than that assessed from open-ended answers (p<0.001). Interrater agreement between self-reported and assessed open-ended items varied (Kw = 0.04–0.69). The overall agreement for the EBP2 Terminology domain was poor (ICC = 0.29). The self-reported EBP2 Terminology domain discriminated between levels of EBP exposure. Conclusion: An overall low agreement was found between healthcare students’ self-reported and objectively assessed knowledge of EBP terminology. As a measurement tool, the EBP2 Terminology scale may be useful to differentiate between levels of EBP exposure. When using the scale as a discriminatory tool, for the purpose of academic promotion or clinical certification, users should be aware that self-ratings would be higher than objectively assessed knowledge. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of PLoS ONE is the property of Public Library of Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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