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Access Is Key: Teaching Students and Physical Therapists to Access Evidence, Expert Opinion, and Patient Values for Evidence‐Based Practice

Background and Purpose. Access to literature that supports evidence‐based practice (EBP), including identification and retrieval, is essential to implementation of EBP in physical therapy. This article will discuss the importance of teaching access to EBP resources, discuss resources to identify and retrieve evidence‐based literature, and outline strategies for teaching access of EBP literature in physical therapy education. With the rapid growth in physical therapy articles, access to the literature is essential, including a significant role for electronic access. Methods and Materials. A review of the physical therapy and rehabilitation literature was completed with an informal listserv survey to characterize common methods and strategies used to teach access to the EBP information in physical therapy education programs. Summary of the Literature. The importance of teaching access to EBP information is discussed. A variety of sources that can be used to identify applicable articles are summarized. Options for retrieval of those articles including specific search strategies are discussed as well as barriers to access. Specific strategies and instructional activities for teaching access to EBP information and teaching resources are described. Discussion and Conclusion. Tremendous potential exists for improved patient care as students and physical therapists are instructed in EBP. Access to evidence‐based literature is a foundational prerequisite for application of EBP and will result in optimal clinical outcomes.