Information Literacy Skills of Occupational Therapy Graduates: Promoting Evidence-Based Practice in the MOT Curriculum

Abstract

Are Master of Occupational Therapy (MOT) graduates more successful than BS graduates in accessing and analyzing research literature? This retrospective cohort study used a survey sent to Ohio State University MOT graduates, asking why they need information for their practice, what types of information they seek, and how they search for and use it. Results suggest that the MOT program has fostered higher-level skills than did the BS program in independent writing, a greater focus on evidence-based practice, and the use of bibliographic databases. The MOT graduates report high confidence in their ability to apply research to practice and high satisfaction with the lifelong learning skills they learned. The survey findings support the importance of collaboration between Occupational Therapy faculty and medical librarians in developing MOT educational programs.

KEYWORDS:

• EBP
• evidence-based practice
• faculty-librarian collaboration
• information-seeking behavior
• library surveys
• library user education
• lifelong learning
• new graduates
• occupational therapists

Notes

BS n = 85.

MOT n = 43.

BS n = 85.

MOT n = 43.

BS n = 85.

MOT n = 43.