Table 5.

Challenges and strategies in teaching EBP (n = 28)

	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