Abstract

Physiotherapy education is increasingly moving away from traditional lecturedominated approaches toward teaching models that prioritise active learning, clinical reasoning, and the effective use of educational technology. This shift reflects growing recognition that contemporary physiotherapy practice requires graduates to integrate theoretical knowledge with complex decision-makingin diverse clinical contexts. Evidence-based teaching (EBT) offers a structured approach to curriculum design by drawing on educational research to support thedevelopment of professional competence, reflective practice, and patient-centredreasoning.This review examines current evidence related to evidence-based teaching inphysiotherapy, with particular attention to curriculum frameworks, instructional strategies, and the evolving role of educators. Educational models that emphasise process-oriented learning, such as structured curriculum planning and explicit demonstration of expert thinking, are discussed alongside commonly used teaching strategies, including flipped classrooms, simulation-based education, collaborative learning, and concept mapping. Collectively, these approaches are associated with improved learner engagement, deeper conceptual understanding, and enhanced preparedness for clinical practice. Although examination outcomes are often comparable to those achieved through traditional methods, evidence suggests that evidence-based teaching supports greater confidence, autonomy, and clinical reasoning ability among students. Persistent challenges including time constraints, limited research literacy, and resource demands continue to influence implementation. Overall, the literature supports evidence-based teaching as a necessary foundation for preparing physiotherapy graduates to meet the demands of modern healthcare practice.

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Funding