Exploration of Factors which Promote and Inhibit the Introduction of Evidence-Based Teaching Practices in Biomedical Sciences

Abstract

This research study investigated the Evidence-based teaching practices (EBTPs) implemented by instructors in biomedical sciences in a number of higher education institutions across Australia to identify the factors that influenced instructors in their implementation of these teaching practices. Mixed methods explanatory sequential research study was conducted. To that end, various structural and environmental constraints, professional identities, personal beliefs, and peer support were identified as factors that influenced instructors in the implementation of EBTPs.