Evidence-based practice (EBP) has been progressively more influential in medicine and other health professions since the early 1990s.
However, studies carried out into students’ transformation into evidence-based practitioners suggest that there are many challenges associated with acquiring the underpinning skills and capabilities for EBP, as well as with understanding EBP itself. There also appears to be a gap between the graduate’s understanding of EBP and expectations of employers and regulatory bodies.
This seminar and accompanying workshop with Dr Linda Martindale will explore students’ learning about evidence-based practice using the lens of threshold concepts.Since threshold concepts theory was first put forward almost 15 years ago, this approach to curriculum enquiry has been applied in a range of academic disciplines, including medicine and other professional disciplines. Threshold concepts work focuses on topics and areas of learning that fundamentally change a student’s understanding of their discipline. Typically threshold concepts are troublesome for many students but have the potential to transform their understanding and to integrate understanding of other aspects of a discipline.
EBP appears to be a threshold concepts across healthcare disciplines, as it changes the way that students and clinicians approach their day-to-day practice. Underpinning EBP, there also seem to be a set of associated thresholds, such as digital literacy skills, that students also have to acquire. In the session, we will explore EBP as a threshold concept, using this approach to consider what we expect of students, what we ought to expect and how threshold concepts might help us to teach EBP more effectively.
This event is open to Plymouth University staff from all disciplines. Email email@example.com to book your place.
Dr Linda Martindale is a senior lecturer at the School of Nursing and Health Sciences, University of Dundee. She is Head of Post-registration and Postgraduate Studies in the School and her main area of teaching practice is in taught postgraduate programmes, including delivering to online and distance education students. As well as involvement in postgraduate research and evidence-based practice (EBP) modules, Linda co-leads the undergraduate nursing research and EBP teaching. This topic was the focus of her PhD studies, in which she used threshold concepts theory, to explore student difficulty and experience in learning about research and EBP. Linked to this she has set up and runs an international special interest group for threshold concepts in health and social care, along with Professor Hilary Neve, Plymouth University.