The purpose of this capstone project is to provide occupational therapy assistant (OTA) students and course instructors with an on-line educational tool to guide the development of evidence-based practice (EBP) skills. The project is the result of an extensive literature review identifying optimal methods of teaching EBP as well as how to promote EBP and critical thinking skills throughout OTA curricula. The chapter describes the five-step process of EBP to the “application” level of Bloom’s taxonomy, considers threats to EBP, and provides additional resources for students and instructors. Utilizing scaffolded instruction, a theoretical case study (vignette) guides the student through the EBP learning process. Links to multiple learning activities offer opportunities to refine skills and clarify difficult concepts. The project speaks to multiple initiatives and directives within occupational therapy, including the Centennial Vision, and the Occupational Therapy Practice Framework, 2nd Edition, the Occupational Therapy Code of Ethics and Standards, and the standards outlined by the Accreditation Council for Occupational Therapy Education (ACOTE). Fulfilling the profession’s holistic perspective, instruction in the EBP process also includes the importance of client preferences threaded throughout the project.
