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Embedding Evidence-based Practice Education into a Post-graduate Physiotherapy Program: Eight Years of pre-Post

L Perraton1,2, Z Machotka1, K Grimmer1

  • 1International Centre for Allied Health Evidence (iCAHE), University of South Australia, Adelaide, South Australia, Australia.

Physiotherapy Research International : the Journal for Researchers and Clinicians in Physical Therapy
|February 20, 2016
PubMed
Summary

An intensive course improved physiotherapy students' confidence and reduced anxiety in research methods and evidence-based practice (EBP). This training supports lifelong learning and clinical application of current best evidence.

Keywords:
evidence-based practicephysiotherapypost-graduate

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Area of Science:

  • Health Professions Education
  • Physiotherapy Research Training
  • Evidence-Based Practice Pedagogy

Background:

  • Limited research exists on training physiotherapy students in research methods and evidence-based practice (EBP).
  • Integrating EBP into postgraduate training fosters lifelong learning and clinical application of best evidence.
  • This study assesses changes in confidence and anxiety regarding research terminology and concepts among physiotherapy students.

Purpose of the Study:

  • To evaluate the effectiveness of an intensive postgraduate course in research methods and EBP for physiotherapy students.
  • To measure changes in students' confidence and anxiety levels related to statistical terminology, research design, and EBP concepts.
  • To determine if demographic factors influence learning outcomes in research and EBP training.

Main Methods:

  • A pre-survey/post-survey design was used over eight years (2007-2014) with postgraduate physiotherapy students.
  • An intensive 3-week course covered health research methods, biostatistics, and EBP, delivered at the start of the program.
  • The course delivery was based on pedagogical evidence for adult physiotherapy learners.

Main Results:

  • Significant improvements in confidence and knowledge, and significant decreases in anxiety were observed post-course.
  • Demographic factors (age, gender, origin) did not confound learning outcomes.
  • A trend indicated that more years of clinical practice might negatively impact learning outcomes, though not statistically significant.

Conclusions:

  • An intensive teaching program in research methods, biostatistics, and EBP effectively reduces anxiety and boosts confidence in terminology.
  • The training positively impacts students' immediate post-course understanding of research concepts and EBP.
  • This approach supports the development of essential skills for lifelong learning and evidence-based clinical practice in physiotherapy.