Browsing by Subject "evidence-based practice"

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    Data to Accompany the 'Addressing Disparities in Physician Access to Information in Support of Evidence-based Practice' Study
    (2019-09-13) Aspinall, Erinn E; Hunt, Shanda L; Theis-Mahon, Nicole R; Chew, Katherine V; Olawsky, Evan; aspin005@umn.edu; Aspinall, Erinn E; University Libraries
    Data was gathered for a study that aimed to determine if physicians have access to information resources needed to support Evidence Based Practice (EBP). A survey was distributed to physicians licensed to practice in Minnesota who provided their email address to the Minnesota Board of Medical Practice. A total of 16,689 physicians were included in the licensing board mailing list; 13,726 provided their email address to the board and were contacted to participate in the survey. Of those, 1,188 individuals (8.7%) began the survey (all responses), 925 (6.7%) completed the survey, and 877 (6.4%) were used in the data analysis. The survey included 15 questions. Four short answer questions related to the number of unanswered clinical questions occurring each day when seeing patients, the number of those sought and answered, and the time spent seeking answers to those questions. One question asked physicians about their access to information resources that support EBP. One open-ended optional question asked participants to list additional information resources they use. Two Likert questions asked participants to what extent their information needs were met and the frequency of full-text access. Another open-ended question asked about strategies for accessing full-text books and articles. Finally, seven demographic questions were asked, including one on participant affiliation with either the UMN or the Mayo Clinic. Data collected are included in MN_physician_survey_dataset.csv and have value to those seeking to understand physician information seeking needs and behavior in support of EBP.
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    Exploring Determinants of Early Childhood Special Educators' Practice Selections for Young Children with Autism Spectrum Disorder
    (2020-07) Hugh, Maria
    Evidence-Based Practices (EBPs) can only improve children's outcomes when implemented. There is much to still learn about Early Childhood Special Education (ECSE) teachers' implementation of EBPs when it comes to their selection and use of practices to facilitate social communication development for children with autism spectrum disorder (ASD). Understanding what practices teachers consider for use can inform the development of implementation supports at the initial Exploration and Adoption-Decision stages of implementation. To detect malleable determinants of practice selection, this study addressed these aims: (a) identify ECSE teachers' familiarity and current use of EBPs and unsubstantiated practices, (b) identify their practice selections, and (c) determine whether teachers' beliefs predicted practice selections. A web-based survey gathered responses from 222 ECSE teachers related to these objectives. Overall, teachers' familiarity with and current use of EBPs and unsubstantiated practices varied. Most teachers were highly familiar with and often used certain EBPs (e.g., reinforcement), and fewer teachers used others despite familiarity (e.g., discrete trial teaching). Aligned with the Theory of Planned Behavior, the researcher ascertained teachers' beliefs (self-efficacy, attitude, subjective norms) about EBPs. Teachers' had the most positive overall beliefs for naturalistic intervention and least for discrete trial teaching. The researcher used Discrete Choice Analysis, a method of exploring individuals' choices, to investigate teachers' selection decisions, and to find that beliefs predicted their practice selections. Together, these findings suggest that there are individual determinants of practice selection that can be acted on by tailoring preimplementation supports to improve implementation from the start.