Academic Program Support for Evidence-Based Practice: A Mixed-Methods Investigation

Background and Purpose. The physical therapy profession has embraced the concept of evidence-based practice. However, evidence suggests that the publication and dissemination of research and clinical guidelines is not sufficient to alter clinicians' clinical decision-making behaviors. Academic institutions may be uniquely positioned to facilitate evidence-based practice. Chatham University has developed a clinical partners program in an effort to provide this support. The purpose of this paper is to report the effectiveness of the first phases of this program, with an emphasis on identifying any improvements in the clinician participants' use of research evidence to inform clinical decision making. Subjects. Twenty-one physical therapists who participated in an evidence-based practice workshop in conjunction with the clinical partners program agreed to take part in this research project. Methods. Based on feedback from department directors at the clinical sites, an evidence-based practice workshop was provided. Participants in this workshop completed a survey on beliefs and attitudes toward research prior to the workshop and at a 6-month follow-up. In addition, all participants took part in semi-structured interviews to further clarify their attitudes, beliefs, and practices with regard to evidence-based practice. Results. Qualitative and quantitative data analysis led to the emergence of 4 main themes: (1) a positive attitude toward evidence-based practice, (2) self reports of modest improvements at follow-up, (3) challenges and barriers, and (4) academic program support needs. Discussion and Conclusion. Although participants indicated a positive attitude toward evidence-based practice, at six-month follow-up they reported only modest changes in their use of research evidence and continued to rely on more traditional decision-making processes, such as trial and error and experience. Academic programs may want to explore additional avenues to support translation of research into practice, including behavioral change strategies, explicit and structured opportunities for clinicians and researchers to interact and collaborate, and designating a role for academic faculty as “knowledge brokers.”