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Evidence-based practice in Physiotherapy curricula: A survey of Indian Health Science Universities | ||
| Journal of Advances in Medical Education & Professionalism | ||
| مقاله 3، دوره 5، شماره 3، مهر 2017، صفحه 101-107 اصل مقاله (455.03 K) | ||
| نویسندگان | ||
| VRUSHALI P PANHALE* 1؛ BHARATI BELLARE1؛ MARIYA JIANDANI2 | ||
| 1Department of Musculoskeletal Sciences, MGM College of Physiotherapy, Kamothe, Navi Mumbai, India | ||
| 2Physiotherapy School & Centre, Seth G S Medical College & KEM Hospital Parel, Mumbai, India | ||
| چکیده | ||
| Introduction: Evidence-based practice (EBP) is the conscientious,explicit and judicious use of the current evidence in clinicaldecision making. The physiotherapy profession has expressed acommitment to the development and use of evidence. However,very little is known about the extent to which EBP is integrated inphysiotherapy curricula in India. The purpose of this study wasto describe integration of EBP in Indian physiotherapy programs.Methods: An observational study was conducted where a reviewof curricula of all Health Science Universities (HSU) in India,offering an undergraduate (UG) and post-graduate (PG) degreeprogram in physical therapy was conducted using a data abstractionsheet. It gathered data on inclusion of research components ofEBP in the curricula, content and hours of teaching EBP, andassessment methods. Data were analyzed descriptively.Results: Curricula of fifteen HSU offering physiotherapy programswere reviewed. Contents relevant to EBP were incorporatedfrom the 2nd yr to final year. Common courses included researchmethodology (84.61%), research project (69.23%) and clinicalmanagement subjects (57.14%). No guidelines were given aboutadopting EBP in clinical practice. Didactic lectures were the modeof teaching (81.81%). Preferred method for assessing researchprojects was viva (44.44%). Critical appraisal was least includedin the entry level education. Contents relevant to all the five stepsof EBP were included in PG curricula.Conclusions: Though physiotherapy programs are introducing EBPteaching at the entry level, it lacks structured systematic approachand is fragmented. There is inadequate emphasis on clinicaloriented teaching of EBP and assessment methods. Moreover, thereis adequate coverage of EBP content in PG curricula.Keywords: Evidence based practice; Physiotherapy; Curriculum | ||
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