Volume 5, Issue 1 (Continuously Updated 2022)
Func Disabil J 2022, 5(1): 0-0 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Keshavarzi M H, Nahardani S Z, Jalali M, Pashmdarfard M. Educational Factors in Evidence-based Rehabilitation: A Qualitative Study in Iran. Func Disabil J 2022; 5 (1) : 58
URL: http://fdj.iums.ac.ir/article-1-190-en.html
URL: http://fdj.iums.ac.ir/article-1-190-en.html
1- Department of Medical Education, Clinical Educational Center, School of Medicine, Shiraz University of Medical Sciences, Shiraz, Iran.
2- Rehabilitation Research Center, Iran University of Medical Sciences, Tehran, Iran.
3- Department of Orthotics and Prosthetics, Rehabilitation Research Center, School of Rehabilitation Sciences, Iran University of Medical Sciences, Tehran, Iran.
4- Department of Occupational Therapy, Physiotherapy Research Center, School of Rehabilitation, Shahid Beheshti University of Medical Sciences, Tehran, Iran. ,mpashmdarfard@gmail.com
2- Rehabilitation Research Center, Iran University of Medical Sciences, Tehran, Iran.
3- Department of Orthotics and Prosthetics, Rehabilitation Research Center, School of Rehabilitation Sciences, Iran University of Medical Sciences, Tehran, Iran.
4- Department of Occupational Therapy, Physiotherapy Research Center, School of Rehabilitation, Shahid Beheshti University of Medical Sciences, Tehran, Iran. ,
Abstract: (929 Views)
Background and Objectives: Evidence-based Practice has been shown to improve patient care and outcomes, and studies emphasize that one of the barriers to the non-use of evidence-based practice (EBP) is the lack of proper education in this area. This study aims to develop educational factors in evidence-based rehabilitation.
Methods: The study was conducted using the content analysis method. The study population was the rehabilitation educators in rehabilitation schools in Iran. Purposive sampling and semi structured interviews were applied to gather the data. A total of 16 rehabilitation educators were interviewed. Data analysis was conducted using Graneheim and Lundman methods.
Results: The findings of this study showed that evidence-based practice (EBP) is an educational (practical) process. Effective educational factors in evidence-based performance begin with the consideration of the needs of the patients and then look for the best methods to find the best evidence. Four themes, 10 categories, and 37 subcategories have been extracted from the study. From the analysis of the data obtained from the interviews, four main themes of “learning to find scientific evidence”, “interaction in the field of education,” “restrictive factors,” and “facilitating factors” emerged.
Conclusion: Finally, they considered the triple principles of the best evidence medical education, which include the use of available scientific evidence, clinical experiences, and the client’s needs. For treatment, it integrates these parameters, and proper and timely education plays a fundamental role in this process.
Methods: The study was conducted using the content analysis method. The study population was the rehabilitation educators in rehabilitation schools in Iran. Purposive sampling and semi structured interviews were applied to gather the data. A total of 16 rehabilitation educators were interviewed. Data analysis was conducted using Graneheim and Lundman methods.
Results: The findings of this study showed that evidence-based practice (EBP) is an educational (practical) process. Effective educational factors in evidence-based performance begin with the consideration of the needs of the patients and then look for the best methods to find the best evidence. Four themes, 10 categories, and 37 subcategories have been extracted from the study. From the analysis of the data obtained from the interviews, four main themes of “learning to find scientific evidence”, “interaction in the field of education,” “restrictive factors,” and “facilitating factors” emerged.
Conclusion: Finally, they considered the triple principles of the best evidence medical education, which include the use of available scientific evidence, clinical experiences, and the client’s needs. For treatment, it integrates these parameters, and proper and timely education plays a fundamental role in this process.
Article number: 58
Type of Study: Research |
Subject:
Professional education and practice
Received: 2022/10/23 | Accepted: 2022/11/8 | Published: 2022/02/3
Received: 2022/10/23 | Accepted: 2022/11/8 | Published: 2022/02/3
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
Contact Information
All the work in this journal are licensed under a Creative Commons
ATTRIBUTION-NONCOMMERCIAL-SHAREALIKE 4.0
INTERNATIONAL International License.
Tehran Province, Tehran, District 3, Mirdamad Ave, Nezam Ave, School of Rehabilitation Science
Tel: +98 21 22228051-2 Ext: 180
Fax98 21 22220946
All the work in this journal are licensed under a Creative Commons
ATTRIBUTION-NONCOMMERCIAL-SHAREALIKE 4.0
INTERNATIONAL International License.