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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