Percepções, engajamento e Competências em formação para a Fisioterapia Baseada em Evidências

Abstract

Introduction: Studies highlight the importance of Evidence-Based Physiotherapy (EBP) in both academic training and clinical practice to mitigate current problems of physiotherapists, such as challenges in understanding statistical data and lack of adequate training. Effectively understanding EBP, since undergraduate studies, is crucial to ensure reflective clinical practice based on scientific evidence, recognizing this practice as essential for professional performance. Objective: To evaluate the perceptions, academic engagement, and skills in EBP Training among physiotherapy students at a public institution. Methods: 65 physiotherapy students (sixth to tenth period) from a public university were evaluated through authorial questionnaires and the Modified Fresno Test. Results: Students in the early periods reported greater perception of structure and statistics, in addition to greater engagement with research. However, Fresno Test scores did not differ significantly between periods. Time was the main barrier pointed out, especially in the final periods. Discussion: The findings suggest that subjective perception does not necessarily reflect actual competence. Training in FBE requires more than isolated disciplines: it requires continuous integration, active methodologies and encouragement of metacognition. In addition, it is necessary to rethink the curriculum to align theoretical teaching and clinical practice with scientific reasoning. Conclusion: The presence of FBE in the curriculum does not guarantee practical mastery. It is necessary to integrate it in a transversal and continuous manner, with active methodologies and encouragement of critical reflection to train more prepared and aware physiotherapists.