Background: Occupational therapy graduates are expected to demonstrate entry-level competencies in evidence-based practice. To support students during the course of professional education in developing the knowledge, skills, and attitudes for integrating scientific findings into clinical practice, educators must identify the process by which these competencies are developed.
Purpose: To identify the differences in evidence-based practice decisions amongst occupational therapy students and experienced clinicians.
Methods: Using a vignette depicting an older client with a history of falls, participants' evidence-based practice decisions were compared to a reference model.
Results: In the initial steps of the process, knowledge of evidence-based practice concepts appeared to be dependent upon formal instruction, whereas expert-like behaviours in the integration of evidence for decision-making seemed to be a function of clinical experience.
Implications: Academic and clinical educators can use identified gaps in knowledge and synthesis of concepts to update the evidence-based practice content in occupational therapy curricula and fieldwork.