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Abstract

Introduction: Guidelines for teaching evidence-based practice (EBP) in Doctor of Physical Therapy (DPT) curricula have been published. There is limited evidence on the role of workplace culture in retaining these skills in entry-level clinical practice. This study evaluated the retention of self-perceived EBP skills, and the association of EBP beliefs and behaviors with cultural readiness once graduates join the workforce.

Methods: Two cohorts of DPT students completed a baseline questionnaire at graduation and a 12-month follow-up. Participants’ beliefs about EBP, implementation behaviors, and the organizational culture to support EBP were assessed using short versions of the EBP beliefs, implementation, and cultural readiness scales. The association among those variables was analyzed using Spearman’s rank correlation coefficients.

Results: Both cohorts achieved all EBP skills at graduation. During the 12-month follow-up, there was a decrease in self-efficacy in 10% of the EBP skills, specifically developing a strategy to maintain currency and independence with statistical concepts. There were positive moderate significant correlations between the belief “I am sure implementing EBP will improve care” with the readiness factor of “My organizational culture supports EBP implementation” (rs=.4, p=.03) and the implementation behavior of “I use EBP to improve patient outcomes” with readiness factors of resources, mentorship, and an organizational culture that supports EBP implementation (rs >.4, p<0.05).

Discussion: EBP skills can be retained over time, although there is a decrease in the effectiveness of the process. A workplace culture that supports clinicians’ EBP implementation is necessary for EBP integration once the DPT graduate joins the workforce.

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