| Description |
- Evidence-based practice (EBP) content is mandated by national curricular standards for nursing, medical, physician assistant, and physical therapy students. At the same time, there is an increased interest and emphasis on interprofessional education (IPE) as seen by the development of the Interprofessional Education Collaborative (IPEC) core competencies and the Duke Health strategic goal to increase IPE. At Duke, Research and Education librarians currently collaborate with each of the student programs within EBP instruction. While all professions participate in EBP, they may have different approaches and terminology that would make it difficult to merge in an IPE setting. Our study identified how health professions conceptualize and teach EBP. Specifically, we investigated differences in EBP instruction for the 2016-2017 academic year among the health professions academic programs at Duke in order to inform any future interprofessional EBP curriculum development. We sought to identify commonalities and variations among EBP contexts, processes, types of questions, and terminology.
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