Faculty Members’ Information Needs for Integrating Evidence-based Teaching (EBT) into Classroom Practice
Hawa Osman *
University of Health and Allied Sciences, Ho, Ghana.
Joana Dango
Akenten Appiah-Menkah University of Skills Training and Enterpreneurial Development, Kumasi, Ghana.
Hannatu Abue Kugblenu-Mahama
Ho Technical University (HTU), Ho, Ghana.
*Author to whom correspondence should be addressed.
Abstract
Evidence-based practice (EBP), originating from evidence-based medicine, has become a central principle in health professions education because healthcare decisions are increasingly expected to integrate the best available research evidence, professional expertise, patient values, and evidence-based teaching practices informed by faculty input in health disciplines rather than relying on tradition or routine practice.
This study explored faculty members’ information needs for integrating evidence-based teaching (EBT) into classroom practice. It examined barriers to accessing and using pedagogical evidence at the University of Health and Allied Sciences. A qualitative descriptive design was employed, involving 35 faculty members purposively selected across health-related disciplines. Data were collected through semi-structured interviews and were analyzed thematically using an inductive approach supported by NVivo software.
Findings revealed that faculty had a fragmented understanding of EBT, often equating it with the use of updated content rather than a structured pedagogical approach. Participants expressed strong needs for practical guidance on translating research into lesson design, improving student engagement, and developing evidence-informed assessment strategies. They also required curated and accessible teaching resources, as well as support in using digital tools for instruction. Information-seeking practices were largely informal and unstructured, with limited confidence in appraising educational research.
Key barriers included heavy workloads, limited access to research resources, inadequate digital infrastructure, insufficient pedagogical training, and institutional cultures that favor traditional teaching methods. Psychological factors such as low confidence and fear of adopting new approaches also influenced practice. The study concludes that effective implementation of evidence-based teaching depends not only on individual motivation but also on structured institutional support, improved access to pedagogical evidence, and sustained faculty development to strengthen teaching practice.
Keywords: Evidence-based teaching, faculty information needs, health professions education, pedagogical barriers, qualitative study.