STUDY PROTOCOL Protocol for development m

Full list of author information is available at the end of the articleEvidence Based Practice (EBP) is a universal philosophy for decision making in health care which considers the patient’s perspective, therapist expertise and best avail-able research evidence [1]. It has been proposed that EBP consists of a five step process with the first four steps involving asking a clinical question, acquiring and appraising the evidence, and applying the evidence into clinical practice. The fifth step encourages individuals to steps [1,2]. The inclusion of EBP education in entry-level training is an accreditation requirement for many health profes-sional disciplines [3,4]. The Sicily consensus statement on EBP [2] recommended that EBP curricula should be grounded in the five step model, the efficacy and effective-ness of teaching each step should be researched (under-pinned by systematic reviews) and that courses claiming to teach EBP should evaluate each step using validated as-sessment tools. In response to the increasing number of instruments available to assess various aspects of EBP,