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Iranian Occupational Therapists Knowledge and Experiences about Evidence-Based Practice

Author Affiliations

  • 1Department of Occupational Therapy, School of Rehabilitation Sciences, Iran University of Medical Sciences, Tehran, IRAN
  • 2 Dept. of Occupational Therapy, School of Rehabilitation Sciences, Rehabilitation Research Center, Iran Uni. of Medical Sciences, Tehran, IRAN
  • 3 Dept. of Occupational Therapy, Pediatric Neuro Rehabilitation Research Center, Uni. of Social Welfare and Rehabilitation Sci., Tehran, IRAN
  • 4 Department of Rehabilitation Management, School of Rehabilitation Sciences, Iran University of Medical Sciences, Tehran, IRAN
  • 5 University of Newcastle, AUSTRALIA

Res. J. Recent Sci., Volume 3, Issue (10), Pages 53-58, October,2 (2014)


Although Evidence-Based Practice (EBP) and Research Utilization (RU) were introduced to occupational therapy more than two decades ago, no research has been published which specifically identifies its use by occupational therapists in Iran. This study explores the knowledge and experiences of EBP among occupational therapists working in Iran. A qualitative study using semi structured interviews was employed with eleven occupational therapists. Purposeful sampling was used based on the participants’ abilities to contribute relevant information on using the evidence in their own practice. Participants were requested to describe their own perceptions of EBP and experiences of using evidence in their therapy.The findings identified two broad categories including knowledge of EBP, and, factors that influenced introduction of EBP and research utilization in therapy. The results indicated that the participants held divergent definitions of evidence and EBP. Their perceptions varied by their qualifications. Furthermore, their use of research was influenced by educational and personal factors. There are some factors which could be useful to ensure that optimal services are provided for clients according to current research evidence in occupational therapy, including: complementary education related to research skills, and, organizational support in relation to accessing information and relevant databases.


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