Teaching and learning strategies of evidence based medicine: A meta-synthesis of learners and instructors perspective
Objective: Evidence Based Medicine (EBM) knowledge and skills have been recommended as a core competency of healthcare professionals worldwide. However, EBM teaching and learning approaches is quite heterogeneous. Hence, we aimed to conduct a meta-synthesis to identify various teaching and learning...
| Main Authors: | , , , , , , , |
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| Format: | Article |
| Language: | English |
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Elsevier
2023-05-01
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| Series: | Clinical Epidemiology and Global Health |
| Subjects: | |
| Online Access: | http://www.sciencedirect.com/science/article/pii/S2213398423000672 |
| _version_ | 1797801763353395200 |
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| author | Viji Pulikkel Chandran Athira Balakrishnan Muhammed Rashid Sohil Khan Elsa Sanatombi Devi Girish Pai Kulyadi Sreedharan Nair Girish Thunga |
| author_facet | Viji Pulikkel Chandran Athira Balakrishnan Muhammed Rashid Sohil Khan Elsa Sanatombi Devi Girish Pai Kulyadi Sreedharan Nair Girish Thunga |
| author_sort | Viji Pulikkel Chandran |
| collection | DOAJ |
| description | Objective: Evidence Based Medicine (EBM) knowledge and skills have been recommended as a core competency of healthcare professionals worldwide. However, EBM teaching and learning approaches is quite heterogeneous. Hence, we aimed to conduct a meta-synthesis to identify various teaching and learning aspects of EBM from the learners and instructors perspective. Methodology: This study followed Preferred Reporting Items for Systematic Reviews and Meta-Analyses Guidelines. A comprehensive search strategy was used to retrieve articles from PubMed/Medline and Embase from inception till June 2022. To find additional studies, bibliographic search of included studies, review articles, a random search in Google Scholar, Research Gate and Google were carried out. This review evaluated studies published in English language that explained the teaching and learning aspects of EBM among healthcare professionals and students. Result: A total of 41 out of 8139 studies were included in this study. Both learners and instructors preferred tutorials, lectures, short courses, and workshops on EBM as a teaching method. To continue learning and practicing EBM, instructors suggested curricular changes as well as continuing education programmes. Learners preferred to learn EBM by direct clinical practice along with peers. Blended learning, group activities, assignments, workshops, journal clubs, task based learning, didactic teaching, team based learning, problem based learning, case based learning, blended learning, flipped learning and E-learning were the identified pedagogical approaches for teaching EBM. Conclusion: Different pedagogical approaches are used for teaching EBM among healthcare professionals. Continuous education programs for skill development must be held on a regular basis to improve the instructors and learners competency in EBM. Learners and instructors preferred learning approach should be considered while designing EBM educational studies as it is a life-long self-directed learning process. |
| first_indexed | 2024-03-13T04:55:25Z |
| format | Article |
| id | doaj.art-3bfd8632853648ac8a8702d1893401f1 |
| institution | Directory Open Access Journal |
| issn | 2213-3984 |
| language | English |
| last_indexed | 2024-03-13T04:55:25Z |
| publishDate | 2023-05-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Clinical Epidemiology and Global Health |
| spelling | doaj.art-3bfd8632853648ac8a8702d1893401f12023-06-18T05:01:41ZengElsevierClinical Epidemiology and Global Health2213-39842023-05-0121101280Teaching and learning strategies of evidence based medicine: A meta-synthesis of learners and instructors perspectiveViji Pulikkel Chandran0Athira Balakrishnan1Muhammed Rashid2Sohil Khan3Elsa Sanatombi Devi4Girish Pai Kulyadi5Sreedharan Nair6Girish Thunga7Department of Pharmacy Practice, Manipal College of Pharmaceutical Sciences, Manipal Academy of Higher Education, Manipal, 576104, Karnataka, IndiaDepartment of Pharmacy Practice, Manipal College of Pharmaceutical Sciences, Manipal Academy of Higher Education, Manipal, 576104, Karnataka, IndiaDepartment of Pharmacy Practice, Manipal College of Pharmaceutical Sciences, Manipal Academy of Higher Education, Manipal, 576104, Karnataka, IndiaDepartment of Pharmacy Practice, Manipal College of Pharmaceutical Sciences, Manipal Academy of Higher Education, Manipal, 576104, Karnataka, India; School of Pharmacy and Pharmacology, Quality Use of Medicines Network, Menzies Health Institute, Griffith University, Gold Coast, Queensland, AustraliaDepartment of Medical Surgical Nursing, Manipal College of Nursing, Manipal Academy of Higher Education, Manipal, 576104, Karnataka, IndiaDepartment of Pharmaceutics, Manipal College of Pharmaceutical Sciences, Manipal Academy of Higher Education, Manipal, 576104, Karnataka, IndiaDepartment of Pharmacy Practice, Manipal College of Pharmaceutical Sciences, Manipal Academy of Higher Education, Manipal, 576104, Karnataka, IndiaDepartment of Pharmacy Practice, Manipal College of Pharmaceutical Sciences, Manipal Academy of Higher Education, Manipal, 576104, Karnataka, India; Corresponding author.Objective: Evidence Based Medicine (EBM) knowledge and skills have been recommended as a core competency of healthcare professionals worldwide. However, EBM teaching and learning approaches is quite heterogeneous. Hence, we aimed to conduct a meta-synthesis to identify various teaching and learning aspects of EBM from the learners and instructors perspective. Methodology: This study followed Preferred Reporting Items for Systematic Reviews and Meta-Analyses Guidelines. A comprehensive search strategy was used to retrieve articles from PubMed/Medline and Embase from inception till June 2022. To find additional studies, bibliographic search of included studies, review articles, a random search in Google Scholar, Research Gate and Google were carried out. This review evaluated studies published in English language that explained the teaching and learning aspects of EBM among healthcare professionals and students. Result: A total of 41 out of 8139 studies were included in this study. Both learners and instructors preferred tutorials, lectures, short courses, and workshops on EBM as a teaching method. To continue learning and practicing EBM, instructors suggested curricular changes as well as continuing education programmes. Learners preferred to learn EBM by direct clinical practice along with peers. Blended learning, group activities, assignments, workshops, journal clubs, task based learning, didactic teaching, team based learning, problem based learning, case based learning, blended learning, flipped learning and E-learning were the identified pedagogical approaches for teaching EBM. Conclusion: Different pedagogical approaches are used for teaching EBM among healthcare professionals. Continuous education programs for skill development must be held on a regular basis to improve the instructors and learners competency in EBM. Learners and instructors preferred learning approach should be considered while designing EBM educational studies as it is a life-long self-directed learning process.http://www.sciencedirect.com/science/article/pii/S2213398423000672Evidence based medicineEvidence based practiceHealthcare professionalsHealthcare studentsMedical education |
| spellingShingle | Viji Pulikkel Chandran Athira Balakrishnan Muhammed Rashid Sohil Khan Elsa Sanatombi Devi Girish Pai Kulyadi Sreedharan Nair Girish Thunga Teaching and learning strategies of evidence based medicine: A meta-synthesis of learners and instructors perspective Clinical Epidemiology and Global Health Evidence based medicine Evidence based practice Healthcare professionals Healthcare students Medical education |
| title | Teaching and learning strategies of evidence based medicine: A meta-synthesis of learners and instructors perspective |
| title_full | Teaching and learning strategies of evidence based medicine: A meta-synthesis of learners and instructors perspective |
| title_fullStr | Teaching and learning strategies of evidence based medicine: A meta-synthesis of learners and instructors perspective |
| title_full_unstemmed | Teaching and learning strategies of evidence based medicine: A meta-synthesis of learners and instructors perspective |
| title_short | Teaching and learning strategies of evidence based medicine: A meta-synthesis of learners and instructors perspective |
| title_sort | teaching and learning strategies of evidence based medicine a meta synthesis of learners and instructors perspective |
| topic | Evidence based medicine Evidence based practice Healthcare professionals Healthcare students Medical education |
| url | http://www.sciencedirect.com/science/article/pii/S2213398423000672 |
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