Evaluating evidence-based health care teaching and learning in the undergraduate human nutrition; occupational therapy; physiotherapy; and speech, language and hearing therapy programs at a sub-Saharan African academic institution

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dc.contributor.authorSchoonees, Anelen_ZA
dc.contributor.authorRohwer, A.en_ZA
dc.contributor.authorYoung, Tarynen_ZA
dc.contributor.otherInterdisciplinary Health Sciences: Centre for Evidence-Based Health Careen_ZA
dc.date.accessioned2017-03-02T08:52:22Z
dc.date.available2017-03-02T08:52:22Z
dc.date.issued2017-02-16
dc.descriptionCITATION: Schoonees, A., Rohwer, A. & Young, T. 2017. Evaluating evidence-based health care teaching and learning in the undergraduate human nutrition; occupational therapy; physiotherapy; and speech, language and hearing therapy programs at a sub-Saharan African academic institution. PLoS ONE, 12(2): e0172199, doi:10.1371/journal.pone.0172199.
dc.descriptionThe original publication is available at http://journals.plos.org/plosone
dc.description.abstractBackground: It is important that all undergraduate healthcare students are equipped with evidence-based health care (EBHC) knowledge and skills to encourage evidence-informed decision-making after graduation. We assessed EBHC teaching and learning in undergraduate human nutrition (HN); occupational therapy (OT); physiotherapy (PT); and speech, language and hearing therapy (SPLH) programs at a sub-Saharan African university. Methods: We used methodological triangulation to obtain a comprehensive understanding of EBHC teaching and learning: (1) through a document review of module guides, we identified learning outcomes related to pre-specified EBHC competencies; we conducted (2) focus group discussions and interviews of lecturers to obtain their perspectives on EBHC and on EBHC teaching and learning; and we (3) invited final year students (2013) and 2012 graduates to complete an online survey on EBHC attitudes, self-perceived EBHC competence, and their experience of EBHC teaching and learning. Results: We reviewed all module outlines (n = 89) from HN, PT and SLHT. The OT curriculum was being revised at that time and could not be included. Six lecturers each from HN and OT, and five lecturers each from PT and SLHT participated in the focus groups. Thirty percent (53/176) of invited students responded to the survey. EBHC competencies were addressed to varying degrees in the four programs, although EBHC teaching and learning mostly occurred implicitly. Learning outcomes referring to EBHC focused on enabling competencies (e.g., critical thinking, biostatistics, epidemiology) and were concentrated in theoretical modules. Key competencies (e.g., asking questions, searching databases, critical appraisal) were rarely addressed explicitly. Students felt that EBHC learning should be integrated throughout the four year study period to allow for repetition, consolidation and application of knowledge and skills. Lecturers highlighted several challenges to teaching and practising EBHC, including lack of evidence relevant to the African context and lack of time within curricula.
dc.description.urihttp://journals.plos.org/plosone/article?id=10.1371/journal.pone.0172199
dc.description.versionPublisher's version
dc.format.extent18 pages
dc.identifier.citationSchoonees, A., Rohwer, A. & Young, T. 2017. Evaluating evidence-based health care teaching and learning in the undergraduate human nutrition; occupational therapy; physiotherapy; and speech, language and hearing therapy programs at a sub-Saharan African academic institution. PLoS ONE, 12(2): e0172199, doi:10.1371/journal.pone.0172199.
dc.identifier.issn1932-6203 (online)
dc.identifier.otherdoi:10.1371/journal.pone.0172199
dc.identifier.urihttp://hdl.handle.net/10019.1/100657
dc.language.isoen
dc.publisherPublic Library of Scienceen_ZA
dc.rights.holderAuthors retain copyright
dc.subjectEvidence-based medicine -- Study and teachingen_ZA
dc.subjectMedical studentsen_ZA
dc.subjectNutrition -- Study and teachingen_ZA
dc.subjectOccupational therapy -- Study and teachingen_ZA
dc.subjectPhysical therapy -- Study and teachingen_ZA
dc.subjectSpeech therapy -- Study and teachingen_ZA
dc.subjectHearing disorders -- Therapy -- Study and teachingen_ZA
dc.titleEvaluating evidence-based health care teaching and learning in the undergraduate human nutrition; occupational therapy; physiotherapy; and speech, language and hearing therapy programs at a sub-Saharan African academic institutionen_ZA
dc.typeArticleen_ZA
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