Importance: A core tenet of occupational therapy is that practitioners should use evidence in their practice. Nevertheless, many occupational therapy practitioners feel limited in their evidence-based practice (EBP) knowledge. Conceivably, improving EBP knowledge in students would facilitate their greater knowledge as practitioners. Other researchers have modified teaching methods and content to enhance knowledge in students but did not empirically evaluate the acquisition of knowledge. Objective: To empirically evaluate EBP knowledge acquisition. Design: Descriptive, mixed-methods pilot study. Setting: A graduate occupational therapy program. Participants: Fifty-one second-year occupational therapy students. Outcomes and Measures: We used the Adapted Fresno Test of Competence in Evidence-Based Practice to measure evidence-based practice knowledge. We also qualitatively assessed students’ perceptions of what influenced their development of EBP knowledge and how they felt after completing the posttest. Results: We found significant improvements in EBP knowledge. We also found the following qualitative themes regarding influences on students’ EPB knowledge development: helpful supports, learning activities, and the context of doing with others. Conclusions and Relevance: We observed significant gains in EBP knowledge, as measured by the Adapted Fresno Test, after occupational therapy students completed an EBP course. We theorize that students’ gains in EBP knowledge will support their ability to successfully use evidence in their future occupational therapy practice. What This Article Adds: Our findings on the Adapted Fresno Test indicate that our course successfully promoted acquisition of EBP knowledge. We theorize that students’ gains in evidence-based practice knowledge will support their ability to successfully use evidence in their future occupational therapy practice.

Athletes with mild traumatic brain injury (mTBI) should refrain from high-risk activities until recovered (symptom free and cognitive and physical exam findings normalize). Studies have suggested that this examination may not be sufficiently sensitive because dual-task paradigms, which typically assess motor performance while a person simultaneously completes a distractor task, can detect residual deficits in athletes who otherwise appear recovered from mTBI. Paradigms used to date are time-intensive procedures conducted in laboratory settings. Here, we report findings from a pilot study of the Dual Task Screen (DTS), which is a brief evaluation with two dual-task paradigms. In 32 healthy female adolescents, the DTS was administered in a mean of 5.63 min in the community, and every participant had poorer dual-condition performance on at least one of the motor tasks. The DTS is a clinically feasible measure and merits additional study regarding utility in adolescents with mTBIs.

Date Presented 4/16/2015 A combined intervention of transcranial direct current stimulation and a working memory (WM) training protocol significantly enhanced performance on both trained and transfer WM tasks in healthy older adults. The continuation of this research includes tasks with greater ecological validity.