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School-based pediatric physical therapists' perspectives on evidence-based practice
Joe Schreiber1, Perri Stern, Gregory Marchetti
1Duquesne University, Pittsburgh, Pennsylvania, USA. jschreiber@chatham.edu
Summary
Pediatric physical therapists value evidence-based practice (EBP) but face challenges in its application. Further support is needed to integrate research evidence into daily clinical decision-making.
Area of Science:
- Pediatric Physical Therapy
- Clinical Practice Research
Background:
- Evidence-based practice (EBP) is crucial for effective healthcare.
- Understanding current EBP adoption among school-based pediatric physical therapists is essential.
Purpose of the Study:
- To assess knowledge, beliefs, attitudes, and practices of pediatric physical therapists concerning EBP.
- To identify barriers and facilitators to EBP implementation in pediatric physical therapy settings.
Main Methods:
- Qualitative interviews (individual and group) were conducted.
- Quantitative surveys were administered to participants.
- A mixed-methods approach was used to gather comprehensive data.
Main Results:
- All participants expressed positive attitudes towards EBP.
- Knowledge and practical application of EBP varied significantly.
- Several therapists lacked confidence and struggled with routine EBP implementation.
Conclusions:
- Therapists prioritized colleagues, supervisors, and experience over research evidence for decision-making.
- Barriers to accessing, analyzing, and applying research evidence were identified.
- The profession must develop strategies to better support EBP integration in pediatric physical therapy.
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