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Journal of the Medical Library Association


For over a decade, occupational therapists have been engaged in a shift to an evidence-based practice (EBP) model, necessitating a concurrent emphasis on EBP in occupational therapy (OT) education. An essential element of this education is the development of information-seeking behaviors: how to locate, access, evaluate, and utilize the best available evidence in the course of answering a clinical question [1]. Indeed, prior studies [2–5] have pointed to the need to incorporate instruction on information-seeking behaviors into the curricula of OT programs.

Previous studies of occupational therapists’ information- seeking behaviors have primarily focused on undergraduate degree programs [4, 6]. Powell and Case-Smith recently provided the first examination of information-seeking behaviors in master of occupational therapy (MOT) graduates [7]. Further study of MOT graduates’ information-seeking behavior is needed to inform decisions related to curriculum and instruction.


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