School of Biomedical Sciences

Methodology

Using action research building on Kolb’s (1984) learning cycle we aimed to develop learner skills in professional evidence-based practise in an effort to decrease the much written about theory-practice gap (Salvage 1998). The module focuses on reflective evidence-based learning to induce and enhance clinical reasoning and critical analysis.

Using current research and literature to support the requirements of the profession, we identified the core learning objectives within evidence-based practice. From the learning objectives, we developed the module description, learning outcomes and teaching methods (assessment, web links, discussion, synchronous/asynchronous tutorials).

Evidence-based practice aims to build self directed, independent learning by enhancing research skills and linking current practice to the clinical setting in an effort to improve patient care (Fig 1). The assessment structure reflects this by;


Fig 1. Evidence Based Practice. Lusardi et al, 2002

Focussing on identification of a specific clinical problem or issue, which can be answered through research.

Identifying current research practice in this area using literature search skills.

Critically appraising the research evidence.

Integrating the research evidence with their current knowledge base of professional practice.

Developing an action research plan for implementation and improvement.

A portfolio of evidence, including a reflective diary is submitted as an end product.

Suitable lecture material was developed to support the required skills for evidence-based learning e.g. reflective writing, critical analysis. This information was adapted into appropriate online materials (using WebCT as the learning platform) engages students with the learning process and provides the opportunity for learner-learner and teacher-learner interaction.

Before they commenced this module, students were required to undertake a questionnaire to identify their preferred learning style, understanding of evidence based practice and critical thinking/analysis skills.

The module was piloted within the online MSc Biomedical Sciences programme as an optional module, although it could also be taken as a stand-alone short CPD course. The students are supported by eTutors, who will have undergone eModeration skills training and academic induction to ensure they are able to fully support online teaching. In addition a module coordinator supports the module, students and eTutors. The module is run in accordance with standard University quality assurance processes.

On completion of the module further evaluation is undertaken with students to determine the success of the module. This evaluation has been used in conjunction with module assessment, student feedback and eTutor feedback.

See also:

Timetable

Module description (50KB, .doc)

Questionnaires

Assignment 1 (37KB, .doc)
Assignment 2 (44KB, .doc)
Assignment 3 (41KB, .doc)