| Sumario: | Background and Purpose. Over the last sever-al years, physical therapist educators have incorporated evidence-based practice into curricula and courses. At this juncture, we can move toward a shared vision for teaching evidence-based practice by delineating evidence-based practice competencies and sharing strategies for teaching and assessing these competencies. Position and Rationale. Evidence-based practice competencies involve skills in the following five domains: asking a focused clinical question, conducting literature searches, critically appraising literature, applying evidence, and evaluating the process. Teaching evidence-based practice also requires a program structure that allows for integration of content across academic courses and clinical education. Important learner attitudes include a tolerance for ambiguity and commitment of life-long learning. Discussion and Conclusion. To improve evidence-based practice teaching we need to examine the effects of teaching methods and curricular design on student knowledge, skills, attitudes and behavior. We also need to assess the impact of evidence-based practice on patient outcomes.
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