Development of a Novel Evidence-Based Practice-Specific Competency for Doctor of Physical Therapy Students in Clinical Education: A Modified Delphi Approach

Abstract

Introduction. Evidence-based practice (EBP) results in high-quality care and decreases unwarranted variation in practice. Review of the Literature. Few performance criteria related to EBP are included in physical therapy clinical education (CE) performance measures, despite EBP requirements in Doctor of Physical Therapy education. The purpose of this study was to develop EBP-specific competencies that may be used for Doctor of Physical Therapy students for use throughout CE. Subjects. Thirteen subject matter experts (SME) participated in this study. Methods. Subject matter experts were asked to rank each core EBP competency, from a previously described framework, using a 3-point Likert scale, which included “Not Essential,” “Essential,” and “Not Sure.” A consensus of 70% or greater for the “Essential” rating advanced the competency to the final Delphi round, whereas a consensus of 70% or greater for the “Not Essential” rating was required for competency elimination. Subject matter experts voted to either “Accept” or “Modify” the competencies that had reached the inclusion consensus threshold. All competencies that reached consensus for inclusion after all 3 rounds were included in the final EBP Domain of Competence. Results. Consensus was achieved in round one for 38% (n = 26) of items. In round 2, a consensus was achieved for 20% (n = 8) of items. Of the items remaining after rounds 1 and 2, 6 overarching competencies were identified, and all remaining items served as descriptions and specifications in the final EBP Domain of Competence. Discussion and Conclusions. The 6 competencies developed from this study constitute the EBP Domain of Competence and may be used throughout CE to assess students' EBP competency in clinical practice.