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DEVELOPING AN INTERDISCIPLINARY EVIDENCE-BASED PRACTICE FRAMEWORK (THE EVIBEC PROJECT)

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DEVELOPING AN INTERDISCIPLINARY EVIDENCE-BASED PRACTICE FRAMEWORK (THE EVIBEC PROJECT)

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This Learning Enhancement project has been funded through the HEA and the National Forum for the Enhancement of Teaching and Learning.

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UCD School of Agriculture and Food Science - Dr Sharleen O'Reilly

UCD Library - Mr Diarmuid Stokes

UCD School of Medicine - Dr Shane Foley

UCD School of Nursing Midwifery & Health Systems - Dr Catherine Redmond & Dr Deirdre O'Donnell

UCD School of Public Health Physiotherapy and Sports Science - Dr Caitríona Cunningham

UCD School of Veterinary Medicine - Ms Andrea Dineen, Associate Professor Emma O'Neill & Dr Robin Farrell

The Co-Design Participants:

UCD School of Agriculture and Food Science - Ms Sarah Browne, Ms Elaine Caffery, Ms Sophie Callanan, Ms Melissa Carubba, Ms Nicola Dervan, Ms Ruth Jeffers, Ms Lucy Kelly, Ms Aleksandra Mezynska, Ms Gracy Nasralla, Ms Liz O'Leary

UCD School of Medicine - Ms Fara Meor Faiza, Ms Aoibheann Lally, Ms Aoife McGowan, Ms Chloe Mullen, Ms Emily Needles, Ms Rachel O'Hanlon, Ms Mariam Saleb, Mr Terence Smeaton

UCD School of Nursing Midwifery & Health Systems - Mr Ekram Benrabah, Ms Helena McCallig, Ms Joy Omoruyi, Ms Berta Quinonero, Ms Michaela Schumann

UCD School of Public Health Physiotherapy and Sports Science - Ms Elizabeth Bovich, Ms Lauren Diskin, Ms Aoife Friars, Ms Medbh O'Keane

UCD School of Veterinary Medicine - Mr Christopher Hamilton, Ms Catherine Hearne, Ms Jaimeson Kass, Ms Ellen Lane, Ms Raluca Magadan, Mr Joseph O'Sullivan, Ms Christina Pizzolon, Ms Lindy Vaughan

UCD Teaching & Learning - Associate Professor Geraldine O'Neill

Evidence-based practice (EBP) is fundamental to the delivery of high-quality healthcare with optimal clinical decision-making and maximal patient safety. It is a core competency for health professional programmes, however, despite inclusion in most healthcare curricula, a gap between best EBP and actual clinical care is consistently reported in the literature. A recent Irish HEI review of EBP teaching supported this, finding that EBP was infrequently embedded through curricula and recommending that its teaching should be scaffolded across all professional entry level programmes and actively integrated with clinical teaching (Lehane et al. 2017).

There is a strong case for designing an interdisciplinary EBP curriculum. With core importance across all professional health care programmes and similar approaches relevant to and utilised in each, the competencies required transcend the disciplines and can be developed in a similar way in each. Additionally, interdisciplinary teams are essential to effective clinical practice, highlighting the value of a united commitment to, and shared understanding of, the principles of best practice. A trans-curricular approach would not only promote the effective sharing of expertise and resources it would also align disciplines with shared EBP language, knowledge and skills, thus facilitating integrated clinical practice.

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UCD School of Agriculture and Food Science - Dr Sharleen O'Reilly UCD Library - Mr Diarmuid Stokes UCD School of Medicine - Dr Shane Foley UCD School of Nursing Midwifery & Health Systems - Dr Catherine Redmond & Dr Deirdre O'Donnell UCD School of Public Health Physiotherapy and Sports Science

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The project aim was to develop a novel, cross-discipline, vertically integrated framework and associated resources to optimise the teaching, learning and assessment of Evidence Based Practice (EBP) across entry-level health professional programmes.

The key objectives were to:

1. Facilitate meaningful collaboration with key stakeholders including students, academic and clinical colleagues to co-design an authentic framework with a clear view to future implementation within health professional curricula

2. Harness EBP approaches as a vehicle to develop student higher-order skills and 21st century graduate attributes across curricula.

3. Develop an accessible and appealing interactive framework that will act as a resource to inform curriculum design and support health professional educators.

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**Click on image to access framework **