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Table 5 Challenges and strategies in teaching EBP (n = 28)

From: Teaching evidence based practice in physical therapy in a developing country: a national survey of Philippine schools

 

n

(%)

Challenges to teaching EBP

  

Students’ inadequate knowledge of statistics

21

75.0

Lack of curricular structure for teaching EBP

14

50.0

Lack of curricular structure for evaluating EBP competencies

13

46.4

Faculty’s inadequate EBP competence gained in undergraduate education

13

46.4

Students’ lack of interest in EBP

12

42.9

Faculty’s difficulty in using EBP knowledge gained in postgraduate education in teaching undergraduate students

10

35.7

Faculty’s limited ability to critically appraise literature

10

35.7

Inadequate learning activities in supervised clinical practice courses to allow continuity of learning

10

35.7

Lack of professional journals in library

9

32.1

Faculty’s lack of confidence in teaching EBP

8

28.6

Faculty’s inadequate skills in searching Internet databases

6

21.4

Faculty’s insufficient computing skills

5

17.9

Lack of institutional mandate to include EBP in curriculum

5

17.9

Lack of access to Internet databases

5

17.9

Lack of time/space in curriculum to incorporate EBP

4

14.3

Lack of sufficient evidence to answer clinical questions

4

14.3

Lack of Internet access at educational institution

3

10.7

Faculty’s negative attitude toward teaching EBP

2

7.1

Strategies to facilitate teaching of EBP

  

Incorporating research evidence in lecture

22

78.6

Modifying course syllabus to incorporate EBP

18

64.3

Providing hypothetical clinical cases to students to facilitate EBP discussion

18

64.3

Providing journal articles that students can use

13

46.4

Strengthening student knowledge of principles of statistics

11

39.3

Encouraging students to incorporate research evidence in oral reports

7

25.0

Mentoring junior faculty members on EBP

7

25.0

Providing faculty protected time to engage in research

6

21.4