MedEdPORTAL (Apr 2014)
Critical Synthesis Package: Effectiveness of Evidence-Based Practice Teaching Questionnaire (EBPTQ)
Abstract
Abstract This Critical Synthesis Package contains: (1) a Critical Analysis of the psychometric properties of and application to health science education of the Evidence-based Practice Teaching Questionnaire (EBPTQ), and, (2) a copy of the EBPTQ instrument developed by Rod Taylor, PhD. The EBPTQ is a self-completion instrument administered by postal survey. The instrument has four sections. The first section contains seven questions about previous experience with critical appraisal skills workshops or other professional development educational activities, access to library resources and experience searching published literature. The second section contains six questions inquiring specifically about the use of evidence and resources in decision-making. The third section contains seven attitude questions that explore opinions about using evidence in decision-making, classified on a 6-item scale ranging from “strongly agree” to “don't know.” The fourth section contains six knowledge questions with subscales each classified into three categories as “True,” “False,” or “Don't know.” Evidence-based practice (EBP) has become increasingly important in health care since the mid-1990s. Critical appraisal skills are believed to play a central role in an evidence-based approach to health care professional practice. Valid and reliable instruments are needed to plan educational programs and measure the abilities of health care professionals to demonstrate, and the effects of training related to EBP education. The choice of EBP instrument should be guided by research purpose, domains of interest, and target audience(s). In the knowledge and attitude domains, the EBPTQ demonstrates acceptable reliability. The analysis of validity findings show promise in the application of the instrument in health sciences' education. To strengthen the structure and psychometric properties of the questionnaire, future research should report additional statistical results (e.g., principal and confirmatory factor analyses for each item set), as well as additional analyses of construct, criterion, and convergent validity measures, to enhance judgments of overall validity and representativeness, as well as generalizability.
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