Impact of entry-level curriculum reform on evidence-based practice competencies in physical therapists: a...

Area of Science:

• Physical therapy education
• Evidence-based practice
• Curriculum reform

Background:

• Evidence-based practice (EBP) is crucial in physical therapy.
• France reformed physical therapist education in 2015, extending training and integrating EBP.
• The impact of this reform on EBP competencies was unclear.

Purpose of the Study:

• To assess the effect of evidence-informed curriculum changes on EBP competencies in physical therapist graduates.
• To compare EBP competencies between pre-reform and post-reform graduates.

Main Methods:

• A national cross-sectional survey of French physical therapists.
• Participants were trained under pre-reform (1989-2015) and post-reform (2015-present) curricula.
• EBP competencies assessed using the Evidence-Based Practice Profile questionnaire (EBP2) and Knowledge of Research Evidence Competencies test (K-REC).

Main Results:

• Post-reform graduates showed higher EBP scores, especially in knowledge (ES=0.50) and terminology.
• Improvements were also noted in confidence and attitudes towards EBP.
• However, only 35.1% passed the knowledge test, and self-reported EBP use was limited; continuing education had additive effects.

Conclusions:

• The 2015 curriculum reform improved EBP competencies, particularly knowledge, in physical therapists.
• Significant gaps persist between EBP knowledge and clinical application.
• Entry-level reform alone is insufficient; lifelong learning and supportive environments are vital for sustained EBP integration.