This research sought to determine the impact of explicit program-based development of skills associated with research and Evidence Based Practice (EBP) on the attitudes and sustained behaviours of graduates subsequently employed in clinics. Systematic reviews have shown that university teaching of EBP and research skills rarely result in transfer of commensurate attitudes and sustained behaviours of students to their subsequent studies or to employment. Studies have therefore called for detailed exploration of what may enable this transfer of knowledge and skills to attitudes and behaviours. In keeping with these calls, this paper presents a fine-grained qualitative study of graduates’ research skills and EBP in clinics with particular reference to pertinent attitudes, values and behaviours sustained, or further developed, one year after program completion. The study revolved around employed graduates of a Bachelor of Oral Health (BOH) program, which used the Research Skill Development (RSD) framework to structure the explicit, coherent and cyclic development of the skills associated with research in multiple semesters of the degree. One year after their completion of the BOH program, semi-structured interviews were conducted with nine employed graduates, three from each of three consecutive cohorts, to gain their professional perspectives on their research skills and EBP developed at university and then used in clinics. While the pre-determined interview questions focused on employed graduates’ knowledge and skills, the attitudes and values around research skills and EBP emerged spontaneously. Graduates that were interviewed relayed in detail their attitudes and values associated with research skills and EBP when asked about their work in clinics, even though the affective elements were not specifically elicited. In the employment context, the positive affective aspects of the skills associated with research and EBP that graduates discussed were pronounced, and this contrasted with working graduates retrospective view of university research skills and EBP. The richness of affective interaction with patients was a factor that enabled the interviewed graduates to transfer university knowledge and skills into attitudes and behaviours associated with EBP. We recommend similar fine-grained qualitative research to further develop constructs that enable quantification of the interplay of cognitive and affective facets in researching and EBP.

中文翻译：

---

毕业生将研究技能和循证实践从大学转移到诊所工作的情感转移

这项研究试图确定与研究和循证实践（EBP）相关的显式基于程序的技能开发对随后在诊所工作的毕业生的态度和持续行为的影响。系统评价表明，大学的EBP教学和研究技能很少导致相称的态度和持续的行为转移给学生以后的学习或就业。因此，研究呼吁对可能促使知识和技能向态度和行为的转移进行详细探讨。为了满足这些要求，本文对毕业生的研究技能和临床EBP进行了细粒度的定性研究，并特别提及了持续或进一步发展的相关态度，价值观和行为，计划完成后一年。该研究围绕口腔健康学士（BOH）计划的已就业毕业生展开，该计划使用研究技能开发（RSD）框架来构建与该学位多个学期研究相关的技能的显式，连贯和周期性的发展。在完成BOH计划的一年后，对九名就业毕业生进行了半结构化访谈，其中三名来自三个连续的研究组，以获取他们对研究技能的专业观点，并在大学开发了EBP，然后用于临床。预先确定的面试问题集中在应届毕业生的知识和技能上，而围绕研究技能和EBP的态度和价值观则自发出现。被询问的毕业生在被问及在诊所工作时，会详细传达他们与研究技能和EBP相关的态度和价值观，即使并没有特别提及情感因素。在就业方面，毕业生讨论了与研究和EBP相关的技能的积极情感方面，这与在职毕业生对大学研究技能和EBP的回顾性观点形成鲜明对比。与患者进行情感交流的丰富性是使受访毕业生能够将大学知识和技能转化为与EBP相关的态度和行为的一个因素。我们建议进行类似的细粒度定性研究，以进一步开发能够量化研究和EBP中认知和情感方面相互作用的结构。