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Medical Teacher Volume 41, 2019 - Issue 9
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Articles

Use of evidence in health professions education: Attitudes, practices, barriers and supports

Aliki ThomasSchool of Physical and Occupational Therapy, Institute of Health Sciences Education, Centre for Interdisciplinary Research in Rehabilitation of Greater Montreal, McGill University, Montreal, Canada; Correspondence[email protected]
ORCID Iconhttp://orcid.org/0000-0001-9807-6609View further author information
ORCID Icon,
Larry D. GruppenMedical School, University of Michigan, Ann Arbor, MI, USA; ORCID Iconhttp://orcid.org/0000-0002-2107-0126View further author information
ORCID Icon,
Cees van der VleutenDepartment of Educational Development and Research, Maastricht University, Maastricht, the Netherlands; View further author information
,
Gevorg ChilingaryanFeil and Oberfeld Research Centre, Jewish Rehabilitation Hospital, Centre for Interdisciplinary Research in Rehabilitation of Greater Montreal, Laval, Canada; View further author information
,
Fatima AmariSchool of Physical and Occupational Therapy, McGill University, Montreal, Canada; View further author information
&
Yvonne SteinertDepartment of Family Medicine, Institute of Health Sciences Education, McGill University, Montréal, CanadaView further author information
Pages 1012-1022 | Published online: 03 May 2019

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Desirée Valera-Gran, Irene Campos-Sánchez, Daniel Prieto-Botella, Paula Fernández-Pires, Miriam Hurtado-Pomares, Iris Juárez-Leal, Paula Peral-Gómez & Eva María Navarrete-Muñoz. (2024) Enhancing evidence-based practice into healthcare: Exploring the role of scientific skills in occupational therapists-. Scandinavian Journal of Occupational Therapy 31:1.
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Sabrina Ann Kenny & Claire E. Cameron. (2023) Examining conceptions of assessment among a social media-based sample of early childhood professionals. Journal of Early Childhood Teacher Education 44:3, pages 288-309.
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Matthew Hunt, Ramasubramanian Ponnusamy, Anik Goulet, Chamila Anthonypillai, Sankar Sahayaraj Muthukaruppan, Aravind Bharathwaj, Aliki Thomas, Philippe S. Archambault, Crystal Garnett, Caroline Storr & Dinesh Krishna. (2021) An integrated knowledge translation project to develop, implement, and evaluate a train-the-trainer program at a community rehabilitation program in Tamil Nadu, India. Disability and Rehabilitation 43:26, pages 3868-3877.
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Tanya Horsley, Yvonne Steinert, Karen Leslie, Anna Oswald, Farah Friesen & Rachel H. Ellaway. (2020) The use of BEME reviews in the medical education literature. Medical Teacher 42:10, pages 1171-1178.
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Articles from other publishers (11)

Lori R. Newman, Alisa Nagler, Mariah Rudd, Rebecca D. Blanchard, Shari A. Whicker, Ariel S. Winn, Amy P. Cohen, Gareth Parry, Alan M. Leichtner & Jennifer C. Kesselheim. (2024) Lost in the pandemic: COVID‐19's impact on health professions educators. The Clinical Teacher.
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Muhammad Zafar Iqbal, Annie Rochette, Nancy E. Mayo, Marie-France Valois, André E. Bussières, Sara Ahmed, Richard Debigaré, Lori Jean Letts, Joy C. MacDermid, Tatiana Ogourtsova, Helene J. Polatajko, Susan Rappolt, Nancy M. Salbach & Aliki Thomas. (2023) Exploring if and how evidence-based practice of occupational and physical therapists evolves over time: A longitudinal mixed methods national study. PLOS ONE 18:3, pages e0283860.
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Lauren A. Maggio & Alice Fleerackers. (2022) Preprints in Health Professions Education: Raising Awareness and Shifting Culture. Academic Medicine 98:1, pages 17-20.
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Martine Chamberland, Jean Setrakian, Linda Bergeron, Lara Varpio, Christina St-Onge & Aliki Thomas. (2022) Harnessing a knowledge translation framework to implement an undergraduate medical education intervention: A longitudinal study. Perspectives on Medical Education 11:6, pages 333-340.
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JW Grijpma, A de la Croix, M Meeter & RA Kusurkar. (2022) Changes in student appreciation of small-group active learning: A follow-up q-methodological study. International Journal of Educational Research Open 3, pages 100199.
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Aliki Thomas & Rachel H. Ellaway. (2021) Rethinking implementation science for health professions education: A manifesto for change. Perspectives on Medical Education 10:6, pages 362-368.
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Marie-Christine Hallé, André Bussières, Liliane Asseraf-Pasin, Caroline Storr, Susanne Mak, Kelly Root & Aliki Thomas. (2021) Building evidence-based practice competencies among rehabilitation students: a qualitative exploration of faculty and preceptors’ perspectives. Advances in Health Sciences Education 26:4, pages 1311-1338.
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Aliki Thomas & André Bussières. (2021) Leveraging knowledge translation and implementation science in the pursuit of evidence informed health professions education. Advances in Health Sciences Education 26:3, pages 1157-1171.
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Melissa Kimber, Jill R. McTavish, Meredith Vanstone, Donna E. Stewart & Harriet L. MacMillan. (2021) Child maltreatment online education for healthcare and social service providers: Implications for the COVID-19 context and beyond. Child Abuse & Neglect 116, pages 104743.
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Svetlana Tikhonova, Abbas Jessani, Felix Girard, Mary Ellen Macdonald, Grace De Souza, Laura Tam, F.‐Michael Eggert, Caroline Nguyen‐Ngoc, Nathalie Morin, Neha Aggarwal & Robert J. Schroth. (2020) The Canadian Core Cariology Curriculum: Outcomes of a national symposium. Journal of Dental Education 84:11, pages 1245-1253.
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Christina St‐Onge, Élise Vachon Lachiver, Serge Langevin, Elisabeth Boileau, Frédéric Bernier & Aliki Thomas. (2020) Lessons from the implementation of developmental progress assessment: A scoping review. Medical Education 54:10, pages 878-887.
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