TABLE 2.
Survey 1 key questions and responses
| Question 6: Does your program currently provide formal EBM education? | |
| Yes | 71.4% |
| Question 7: In what format is EBM education provided? | |
| Didactic course | 29.2% |
| Didactic lectures (not part of an EBM course) | 62.5% |
| Tutorial group session | 4.2% |
| Research track for residents | 25% |
| Journal club | 83.3% |
| Webinar | 0% |
| Stand-alone workshop (2–3 days) | 4.2% |
| As part of clinical education | 41.7% |
| Other | 12.5% |
| Question 11: Who is involved in providing EBM education? | |
| Basic science faculty | 52.2% |
| Physiatrist faculty | 91.3% |
| Librarian | 26.1% |
| Allied health faculty | 21.7% |
| Other | 13% |
| Question 12: Is there an EBM lead/champion among PM&R faculty? | |
| Yes | 41.7% |
| Question 13: What type of assessment exists for EBM education? | |
| Written examination | 8.3% |
| Oral examination | 0% |
| Objective structured clinical examination | 0% |
| No evaluation | 75% |
| Other | 20.8% |
| Question 15: What barriers exist to the implementation of EBM curriculum in your program? | |
| 0–4 (0: no barrier; 4: severe barrier); percentage of 3 and 4 scores | |
| Lack of faculty interest | 42.1% |
| Lack of resident interest | 15.8% |
| Lack of faculty who are knowledgeable about EBM | 36.85% |
| Lack of EBM training resources | 21.1% |
| Question 16: How important do you believe the following objectives would be to include in an EBM curriculum? | |
| 0–4 (0: not important; 4: very important); percentage of 3 and 4 scores | |
| Performing critical appraisal of literature | 94.7% |
| Searching for evidence | 89.5% |
| Posing a focused question | 79% |
| Applying existing evidence in clinical decision making | 94.7% |
| Understanding biostatistical principles common to rehabilitation research | 61.1% |
| Acquiring a more positive attitude toward EBM | 66.7% |
| Establish a habit of lifelong learning and using EBM in clinical practice | 73.7% |