Participation of the Ceerrf in the ENPHE research group

The ENPHE Research Group Publishes an Article on EBP Learning in Physiotherapy Education ! “In-Depth Exploration of the Impact of EBP on Physiotherapy Education”

Following the l’ENPHE Spring Seminar in 2022, a part of the ENPHE Research Group embarked on a project to conduct a review regarding the effectiveness of EBP learning methods in initial physiotherapy education. This endeavor spanned approximately 18 months and culminated in a publication (which is linked at the end of this post). The authors include

  • Arben Boshnjaku (University “Fehmi Agani”, Gjakova, Kosovo)
  • Solveig A. Arnadottir (University of Iceland, Reykjavik, Iceland)
  • Adrien Pallot (CEERRF, Saint-Denis, France)
  • Marlies Wagener (Rotterdam University of Applied Science, Rotterdam, The Netherlands)
  • Marja Äijö (Savonia University of Applied Sciences, Kuopio, Finland)

Here is a summary of the context of the subject and the process of obtaining “answers” to the raised issues …

Evidence-based medicine (EBP) has influenced healthcare professions globally, promoting the adoption of evidence-based practice (EBP) in curricula. EBP aims to enhance clinical reasoning and decision-making, yet pedagogical approaches and learner experiences remain underexplored. This scoping review examined the effectiveness of EBP teaching and the perceptions of physiotherapy students.

The ENPHE Research Group conducted this review following the Joanna Briggs Institute guidelines and the PRISMA-ScR checklist. The objective was to explore the impact of educational interventions on the EBP competence of initial physiotherapy students. A research strategy was employed to identify relevant articles meeting inclusion criteria. Data were extracted and synthesized to analyze key findings.

Twelve studies were included, comprising five quantitative, three qualitative, and four mixed-methods studies. Most demonstrated positive effects of EBP training on knowledge, skills, attitudes, and behaviors. Quantitative studies revealed improvements in critical appraisal, literature search, and self-esteem after using tutorials or digital tools. Qualitative research found that problem-based learning and clinical integration fostered positive attitudes. Mixed-methods results generally supported gains in EBP domains, as well as relevance, confidence, and the transition to evidence-based thinking. However, barriers such as limited time, research skills, and role models during clinical placements were identified.

Ultimately, these findings suggest that structured EBP curricula throughout physiotherapy studies effectively equip students for evidence-based practice. Several effective pedagogical approaches were identified, including problem-based learning, digital technologies, and EBP integration during placements. Although limited by the quantity and quality of included reports, this study indicates that evaluating new frameworks could help overcome barriers and optimize EBP education. Future research should also explore strategies to overcome reported obstacles in order to maximize student competencies and practice change.

In conclusion, this review underscores the positive impact of diverse EBP pedagogical methods on physiotherapy education when addressing barriers. Wider dissemination of effective curricula could strengthen the evidence base for professional decision-making.

In this regard, CEERRF has implemented progressive educational activities integrated into placements for EBP learning over several years:

  • First-year students must learn to ask various types of questions based on multiple clinical stages (etiological, diagnostic, therapeutic, prognostic, etc.) from real patient care experiences during placements and answer them by integrating data from systematic literature reviews.
  • Second-year students repeat this first-year work while adding four in-depth critical analyses of articles.
  • Third-year students shift perspectives by conducting an introductory study on the use of study design elements and biostatistical calculations.
  • Fourth-year students enhance their multidimensional view of critical analysis by engaging in prepared verbal debates using pre-selected articles

If you are interested in reading the full article, it is freely accessible here :

Happy reading !

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