Personal Attitudes Toward, Use of Perceived Benefits and Limitations of Evidence Based Practice

Abstract

This study explored personal attitudes, usage patterns, and perceived benefits and limitations of evidence-based practice (EBP) among academic professionals in Sri Lanka’s health education sector. EBP is a key approach in training health professionals to deliver collaborative, patient-centered care. The success of EBP education depends on multiple factors, including individual perceptions, institutional support, and integration into teaching methods. This study aimed to assess readiness for EBP education and its influence on clinical skills, decision-making, and interdisciplinary collaboration within post-secondary health professional programs in medicine, nursing, and physical therapy. A structured questionnaire was distributed via email and post to academic staff across Sri Lanka in January 2024, with a satisfactory response rate of 46%. The survey measured attitudes using an adapted readiness for EBP scale. Results showed strong support for EBP principles, with 100% of respondents agreeing that patients ultimately benefit when health professionals collaborate through interdisciplinary learning. While overall attitudes were favorable, one noted limitation was the perceived variation in knowledge and skill acquisition across faculties – 36.5% agreed and 25% disagreed that students gain significantly more within their own disciplines, suggesting a potential barrier to integrated EBP learning. In conclusion, the findings indicate a positive perception of EBP among academic staff, with strong support for interdisciplinary collaboration. These results suggest that Sri Lanka’s health education system is well-positioned to implement EBP initiatives that foster teamwork, critical thinking, and patient-centered care across professional boundaries.

International Journal of Human and Health Sciences Vol. 10 No. 01 Jan’26 Page: 22-28