• Aliki Thomas, Muhammad Zafar Iqbal, Jacqueline Roberge-Dao, Sara Ahmed, André Bussières, Richard Debigaré, Lori Letts, Joy C MacDermid, Margo Paterson, Helene J Polatajko, Susan Rappolt, Nancy M Salbach, and Annie Rochette.
• School of Physical and Occupational Therapy, Institute of Health Sciences Education, McGill University, Montreal, Quebec, Canada.
• J Eval Clin Pract. 2024 Oct 16.

RationaleThe integration of evidence-based practice (EBP) into rehabilitation education programs has been widespread, but little is known about how graduates' EBP competencies evolve over time.Aims And ObjectivesTo explore how and why the use of EBP by occupational therapists (OTs) and physical therapists (PTs) evolves during the first 3 years of clinical practice.MethodWe used an interpretive description methodology. We conducted semi-structured interviews with OTs and PTs who participated in a minimum of three out of four time points in a previous longitudinal pan-Canadian mixed methods study. Data analysis was guided by Braun and Clarke's approach to thematic analysis.ResultsSeventeen clinicians (13 OTs and 4 PTs) participated in the study. Our analysis identified six overarching themes: (1) evolution of "what EBP is and what it means"; (2) over time, evidence takes a back seat; (3) patients and colleagues have a vital and perennial role in clinical decision making; (4) continuing professional development plays a vital role in EBP; (5) personal attitudes and attributes influence EBP; and (6) organizational factors influence EBP.ConclusionOur study highlights the dynamic nature of EBP use among OTs and PTs in the first 3 years of clinical practice, emphasizing the need for contextualized approaches and ongoing support to promote evidence-informed healthcare in rehabilitation.© 2024 The Author(s). Journal of Evaluation in Clinical Practice published by John Wiley & Sons Ltd.

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