Enhancing evidence-based practice in radiography education: Evaluation of an applied curriculum intervention

Introduction

It is imperative that radiography graduates are taught to effectively apply evidence-based practice (EBP) in their clinical careers. Teaching the concept is challenging, as it requires educators to embed and scaffold knowledge and skills across the EBP cycle throughout both academic and clinical curricula. The objective of this study was to evaluate an overarching curriculum level intervention that aimed to enhance student radiographers’ knowledge, skills, attitudes and practices towards EBP. This is referred to as the Evidence-Based Practice – Applied Educational Intervention (EBP-AEI).

Methods

The study employed a mixed methods convergent parallel design. Focus groups were used to explore students' experiences of the intervention, and pre and post intervention surveys were used to assess students’ knowledge, skills, practices, and attitudes towards EBP. Twelve students participated across two focus groups.

Results

Three themes were defined during analysis: 1. knowledge and skills, 2. it's all about pedagogy!, and 3. clinical implementation on placement. Twenty-three students completed the pre-intervention survey and eighteen completed the post. While the survey results were not statistically significant (potentially due to insufficient power), data from the focus groups suggests that EBP knowledge and skills were acquired by students during the intervention. Attitudes of students towards EBP dropped, likely due to challenges the students experienced during both the academic and clinical aspects of the intervention.

Conclusion

Developing strong curricula is vital to ensure that radiography graduates are able to implement EBP in clinical settings.

Implications for practice

Radiography educators should actively consider the scaffolding of EBP across curricula and partner with clinical sites to ensure that placement experiences are enhancing taught curriculum om this space.