Undergraduate physiotherapy students' competencies, attitudes and perceptions after integrated educational pathways...

Area of Science:

• Physiotherapy Education
• Evidence-Based Practice (EBP)
• Health Professions Education

Background:

• Undergraduate physiotherapy students require training in evidence-based practice (EBP).
• A composite curriculum integrating EBP was implemented to enhance student competency.
• Understanding student perceptions, knowledge, skills, and behaviors related to EBP is crucial.

Purpose of the Study:

• To explore physiotherapy students' perceptions and attitudes towards EBP.
• To evaluate the impact of an EBP curriculum on students' knowledge and skills.
• To investigate the clinical behaviors of students in applying EBP during internships.

Main Methods:

• Mixed methods approach combining quantitative (Adapted Fresno test, internship documentation analysis) and qualitative (focus groups) data.
• Sixty-two undergraduate physiotherapy students participated.
• Knowledge and skills assessed pre- and post-curriculum; behaviors evaluated through internship records; perceptions explored via focus groups.

Main Results:

• Significant improvements in EBP knowledge and skills were observed in the first and second years, with high pass rates (76-88%).
• Internship documentation showed strong evidence of PICO formulation and database searches, but limited critical appraisal of external validity.
• Students recognized EBP's value but identified barriers, with clinicians acting as both role models and obstacles.

Conclusions:

• The EBP curriculum positively impacted student knowledge and skills, particularly in early years.
• The internship environment, continuous practice, and feedback are critical for translating EBP knowledge into clinical behavior.
• Addressing perceived barriers and leveraging clinical role models are essential for effective EBP integration in physiotherapy education.