Osborne Books Practice Assessment Answers

The use of Knowledge refers to the learner's cognitive understanding of the fundamentals of EBP. Knowledge is often measured via self-reported assessments that reflect the learner's confidence in their understanding of EBP. The learner's conceptual understanding of EBP is fundamental to being able to apply EBP in practice. The knowledge and skill components of EBP are therefore closely related. However, as knowledge and skills are often assessed independently, this is not always the case. For example, having knowledge of the concept of randomization is not enough to achieve or apply it in practice. It is the judgement and use of information that drives the process of using EBP. This understanding of a concept, rather than the knowledge itself, may be measured by asking the learner to demonstrate their understanding by completing an application task that aligns with the concept [31].

The Skills of EBP consist of the cognitive and behavioural skills that are used to perform EBP in practice. They are only partially related to the learner's knowledge and are often measured through role-play or application tasks. They include the ability to generate, evaluate, and use research evidence to inform clinical decision-making [22, 32, 33]. Skills are also measured independently of knowledge because knowledge is not always sufficient to drive behaviour. For example, it may not be possible to demonstrate theoretical knowledge of the concept of randomization in practice. Instead, an individual may be proficient at self-monitoring their own use of randomization. Assessment of EBP skill competency requires skill-based role-play or application tasks. The behaviors that learners demonstrate in their use of EBP are therefore included as part of the behaviour of the tool (how a clinician uses EBP in the clinical context). An ideal assessment would measure both behaviour and skill. However, the definition of skill is not universal. The American Medical Association states that a physician's clinical performance is 'the product of the physician's clinical skills, knowledge, and judgment (art and science) in addition to the physician's non-technical skills and abilities...' [34].

Behaviour may also include the learner's ability to engage in EBP, even if they have reached an advanced level of knowledge and skill. Engagement in EBP has been defined as the extent to which a clinician uses EBP in practice.

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