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Self-reported and objectively assessed knowledge of evidence-based practice terminology among healthcare students: A cross-sectional study

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:...

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Autores principales: Snibsøer, Anne Kristin, Ciliska, Donna, Yost, Jennifer, Graverholt, Birgitte, Nortvedt, Monica Wammen, Riise, Trond, Espehaug, Birgitte
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Public Library of Science 2018
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6042753/
https://www.ncbi.nlm.nih.gov/pubmed/30001380
http://dx.doi.org/10.1371/journal.pone.0200313
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author Snibsøer, Anne Kristin
Ciliska, Donna
Yost, Jennifer
Graverholt, Birgitte
Nortvedt, Monica Wammen
Riise, Trond
Espehaug, Birgitte
author_facet Snibsøer, Anne Kristin
Ciliska, Donna
Yost, Jennifer
Graverholt, Birgitte
Nortvedt, Monica Wammen
Riise, Trond
Espehaug, Birgitte
author_sort Snibsøer, Anne Kristin
collection PubMed
description 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 (EBP(2)) 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 (K(w)). 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 (K(w) = 0.04–0.69). The overall agreement for the EBP(2) Terminology domain was poor (ICC = 0.29). The self-reported EBP(2) 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 EBP(2) 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.
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spelling pubmed-60427532018-07-26 Self-reported and objectively assessed knowledge of evidence-based practice terminology among healthcare students: A cross-sectional study Snibsøer, Anne Kristin Ciliska, Donna Yost, Jennifer Graverholt, Birgitte Nortvedt, Monica Wammen Riise, Trond Espehaug, Birgitte PLoS One Research Article 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 (EBP(2)) 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 (K(w)). 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 (K(w) = 0.04–0.69). The overall agreement for the EBP(2) Terminology domain was poor (ICC = 0.29). The self-reported EBP(2) 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 EBP(2) 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. Public Library of Science 2018-07-12 /pmc/articles/PMC6042753/ /pubmed/30001380 http://dx.doi.org/10.1371/journal.pone.0200313 Text en https://creativecommons.org/publicdomain/zero/1.0/ This is an open access article, free of all copyright, and may be freely reproduced, distributed, transmitted, modified, built upon, or otherwise used by anyone for any lawful purpose. The work is made available under the Creative Commons CC0 (https://creativecommons.org/publicdomain/zero/1.0/) public domain dedication.
spellingShingle Research Article
Snibsøer, Anne Kristin
Ciliska, Donna
Yost, Jennifer
Graverholt, Birgitte
Nortvedt, Monica Wammen
Riise, Trond
Espehaug, Birgitte
Self-reported and objectively assessed knowledge of evidence-based practice terminology among healthcare students: A cross-sectional study
title Self-reported and objectively assessed knowledge of evidence-based practice terminology among healthcare students: A cross-sectional study
title_full Self-reported and objectively assessed knowledge of evidence-based practice terminology among healthcare students: A cross-sectional study
title_fullStr Self-reported and objectively assessed knowledge of evidence-based practice terminology among healthcare students: A cross-sectional study
title_full_unstemmed Self-reported and objectively assessed knowledge of evidence-based practice terminology among healthcare students: A cross-sectional study
title_short Self-reported and objectively assessed knowledge of evidence-based practice terminology among healthcare students: A cross-sectional study
title_sort self-reported and objectively assessed knowledge of evidence-based practice terminology among healthcare students: a cross-sectional study
topic Research Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6042753/
https://www.ncbi.nlm.nih.gov/pubmed/30001380
http://dx.doi.org/10.1371/journal.pone.0200313
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