Examining Information Seeking Patterns: A Comprehensive Analysis of Scientific Paper Evaluation Among Physiotherapy Students

Introduction: It's critical for students to stay up to date on scientific developments in the quickly changing field of physiotherapy in order to build evidence-based practice and a strong knowledge basis. Studies on the information-seeking habits of physiotherapy students are non-existent. This study addresses the gap in understanding information-seeking patterns among physiotherapy students, specifically focusing on their evaluation of scientific papers. Objective: This study aims to comprehensively analyse the information-seeking patterns of physiotherapy students during the evaluation of scientific papers. This sheds light on their information-seeking patterns, guiding educational strategies and curriculum development. Methods: An observational study was conducted among 108 undergraduate physiotherapy students using a survey instrument used in the previous study. The survey included questions about searching and evaluating scientific articles, including reading linked paper and answering questions about it. Participants were selected through Stratified Random Sampling. Surveys were distributed electronically and the data were analysed using statistical methods for quantitative data. Results: A total of 108 people responded to the survey. The most frequently read parts of a scientific article are the title, abstract, introduction/context, and results. The majority of students reported never reading scientific papers. Students' perceptions of reading scientific papers were mixed. While some students reported enjoying reading and feeling confident in their ability to interpret data, others found reading difficult and lacked confidence. Conclusion: Physiotherapy students rarely read research beyond coursework, despite diverse info sources like social media. They skim, find it tough, and lack confidence. We need to: Integrate research skills into curriculum, engage them on social media, promote deeper reading and critical thinking, build data interpretation confidence and foster a research culture. This empowers them to use research, improving patient care through evidence-based practice.