TY - JOUR
T1 - Use of evidence in health professions education
T2 - Attitudes, practices, barriers and supports
AU - Thomas, Aliki
AU - Gruppen, Larry D.
AU - van der Vleuten, Cees
AU - Chilingaryan, Gevorg
AU - Amari, Fatima
AU - Steinert, Yvonne
N1 - Publisher Copyright:
© 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2019/9/2
Y1 - 2019/9/2
N2 - Introduction: Health professions educators are increasingly called upon to apply an evidence-informed approach to teaching and assessment practices. There is scant empirical research exploring educators' attitudes, practices, and perceived barriers and supports to using research evidence in educational practice. Methods: We conducted a survey of AMEE members to explore three domains related to evidence-informed health professions education: (1) attitudes; (2) practices; and (3) supports and barriers. Analyses involved descriptive statistics to characterize participants' responses per domain, exploratory factor analysis, and multivariate regression analyses. Results: Three hundred ninety-six (similar to 10%) participants representing health professions educators (HPEs) and non HPEs (e.g. PhDs) and different roles (e.g. teacher, administrator) completed the survey. Attitudes toward evidence-informed HPE were generally favorable. Several barriers preclude participants from engaging in evidence-informed approaches to health professions education (HPE). Discussion: This study provides preliminary evidence on the attitudes toward and perceived barriers and supports of research use in HPE from different groups of HP educators, clinicians, and administrators. The findings for each of the three domains require additional exploration using qualitative methodologies. Conclusion: Targeted interventions designed to increase the uptake of research in HPE should consider different stakeholder groups' perceptions regarding these approaches, current vs. best practices, and factors that may impede evidence-informed approaches.
AB - Introduction: Health professions educators are increasingly called upon to apply an evidence-informed approach to teaching and assessment practices. There is scant empirical research exploring educators' attitudes, practices, and perceived barriers and supports to using research evidence in educational practice. Methods: We conducted a survey of AMEE members to explore three domains related to evidence-informed health professions education: (1) attitudes; (2) practices; and (3) supports and barriers. Analyses involved descriptive statistics to characterize participants' responses per domain, exploratory factor analysis, and multivariate regression analyses. Results: Three hundred ninety-six (similar to 10%) participants representing health professions educators (HPEs) and non HPEs (e.g. PhDs) and different roles (e.g. teacher, administrator) completed the survey. Attitudes toward evidence-informed HPE were generally favorable. Several barriers preclude participants from engaging in evidence-informed approaches to health professions education (HPE). Discussion: This study provides preliminary evidence on the attitudes toward and perceived barriers and supports of research use in HPE from different groups of HP educators, clinicians, and administrators. The findings for each of the three domains require additional exploration using qualitative methodologies. Conclusion: Targeted interventions designed to increase the uptake of research in HPE should consider different stakeholder groups' perceptions regarding these approaches, current vs. best practices, and factors that may impede evidence-informed approaches.
KW - MEDICAL-EDUCATION
KW - IMPLEMENTATION SCIENCE
KW - KNOWLEDGE TRANSLATION
KW - METAANALYSIS
U2 - 10.1080/0142159X.2019.1605161
DO - 10.1080/0142159X.2019.1605161
M3 - Article
C2 - 31050311
SN - 0142-159X
VL - 41
SP - 1012
EP - 1022
JO - Medical Teacher
JF - Medical Teacher
IS - 9
ER -