Refining and adapting the measurement properties of evidence-based practice measures for physiotherapy students

There is a lack of reliable and valid evidence-based practice (EBP) measures for physiotherapy students. This study validated EBP-student (EBP-S) measures for physiotherapy students. EBP measures developed from previous research were cross-culturally validated for use by physiotherapy students. The...

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Bibliographic Details
Published in:	PloS one Vol. 19; no. 3; p. e0298611
Main Authors:	Al Zoubi, Fadi M, Bussières, André, Chan, Hoi Wai, Leung, Kit Yat, Ng, Yui Yin, Lau, Ka Chun, Ngai, Shirley P C, Tsang, Sharon M H, Wong, Arnold Y L, Thomas, Aliki
Format:	Journal Article
Language:	English
Published:	United States Public Library of Science 07-03-2024 Public Library of Science (PLoS)
Subjects:	Analysis Biology and Life Sciences Education Evidence-based medicine Evidence-Based Practice Humans Measurement Medicine and Health Sciences Methods People and Places Physical therapy Practice Psychometrics Reproducibility of Results Research and Analysis Methods Self Efficacy Social Sciences Students Study and teaching Surveys and Questionnaires Therapeutics, Physiological Hong Kong Canada
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Summary:	There is a lack of reliable and valid evidence-based practice (EBP) measures for physiotherapy students. This study validated EBP-student (EBP-S) measures for physiotherapy students. EBP measures developed from previous research were cross-culturally validated for use by physiotherapy students. The adapted EBP-S consisted of six measures: use of EBP, EBP activities, EBP knowledge, self-efficacy for EBP, attitudes towards EBP, and perceptions of the teaching and assessment of EBP in the curriculum. The final version was completed by physiotherapy students (n = 335). The psychometric properties for each EBP-S measure were estimated, including construct validity using Rasch model, internal consistency reliability using person separation index (PSI), test-retest reliability using intraclass correlation coefficient (ICC), and differential item functioning (DIF). Two formative measures (use of EBP and EBP activities) were only linguistically modified for use with students. A Rasch model was applied to the other four reflective measures. For knowledge, 55% (6/11) items fit the Rasch model with chi-square fit statistic (χ2) = 34.46, p = 0.08; PSI = 0.85. For self-efficacy, 89% (8/9) items fit the Rasch model with χ2 = 25.11, p = 0.80; PSI = 0.89. For attitudes, 62% (8/13) items fit the Rasch model with χ2 = 61.49, p = 0.00; PSI = 0.71. For perception of the teaching and assessment of EBP in the curriculum, 62% (8/13) items fit the Rasch model with χ2 = 80.99, p = 0.45; PSI = 0.92. perception of the teaching and assessment of EBP in the curriculum showed DIF in three items. The ICCs ranged between 0.80 and 0.98. The EBP-S measures were validated for physiotherapy students, including the testing of psychometric properties, which were not tested in the original studies. Further refinements should be considered for the use of the EBP-S with other groups of students or if changes are applied to the current curriculum.
Bibliography:	ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 23 Competing Interests: The authors have declared that no competing interests exist.
ISSN:	1932-6203 1932-6203
DOI:	10.1371/journal.pone.0298611