Methods of teaching evidence-based practice: a systematic review
Abstract Background To identify the effectiveness of different teaching modalities on student evidence-based practice (EBP) competency. Methods Electronic searches were conducted in MEDLINE, Cochrane central register of controlled trials, PsycINFO, CINAHL, ERIC, A + Education and AEI through to Nove...
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| Format: | Article |
| Language: | English |
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BMC
2022-10-01
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| Series: | BMC Medical Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s12909-022-03812-x |
| _version_ | 1797989863788642304 |
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| author | Bethany Howard Basia Diug Dragan Ilic |
| author_facet | Bethany Howard Basia Diug Dragan Ilic |
| author_sort | Bethany Howard |
| collection | DOAJ |
| description | Abstract Background To identify the effectiveness of different teaching modalities on student evidence-based practice (EBP) competency. Methods Electronic searches were conducted in MEDLINE, Cochrane central register of controlled trials, PsycINFO, CINAHL, ERIC, A + Education and AEI through to November 2021. We included randomised-controlled trials comparing EBP teaching modes on EBP knowledge, skills, attitudes or behaviour in undergraduate and post-graduate health professions education. Risk of bias was determined using the Cochrane risk of bias tool. Results Twenty-one studies were included in the review. Overall, no single teaching modality was identified as being superior to others at significantly increasing learner competency in EBP. Changes in learner knowledge, skills, attitudes and behaviour were conflicting, with studies either reporting no change, or a moderate increase in EBP behavioural outcomes when directly compared to another intervention. Conclusion Current evidence highlights the lack of a single teaching modality that is superior than others regarding learner competency in EBP, regardless of health professions discipline or graduate status. The poor quality, heterogeneity of interventions and outcome measures limited conclusions. Further research should focus on the development of high-quality studies and use of psychometrically validated tools to further explore the impact of different EBP teaching modalities. |
| first_indexed | 2024-04-11T08:27:19Z |
| format | Article |
| id | doaj.art-dc5cf0932a3b4227bc5afa2353759ba6 |
| institution | Directory Open Access Journal |
| issn | 1472-6920 |
| language | English |
| last_indexed | 2024-04-11T08:27:19Z |
| publishDate | 2022-10-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj.art-dc5cf0932a3b4227bc5afa2353759ba62022-12-22T04:34:43ZengBMCBMC Medical Education1472-69202022-10-0122112610.1186/s12909-022-03812-xMethods of teaching evidence-based practice: a systematic reviewBethany Howard0Basia Diug1Dragan Ilic2Medical Education Research & Quality (MERQ) Unit, School of Public Health & Preventive Medicine, Monash UniversityMedical Education Research & Quality (MERQ) Unit, School of Public Health & Preventive Medicine, Monash UniversityMedical Education Research & Quality (MERQ) Unit, School of Public Health & Preventive Medicine, Monash UniversityAbstract Background To identify the effectiveness of different teaching modalities on student evidence-based practice (EBP) competency. Methods Electronic searches were conducted in MEDLINE, Cochrane central register of controlled trials, PsycINFO, CINAHL, ERIC, A + Education and AEI through to November 2021. We included randomised-controlled trials comparing EBP teaching modes on EBP knowledge, skills, attitudes or behaviour in undergraduate and post-graduate health professions education. Risk of bias was determined using the Cochrane risk of bias tool. Results Twenty-one studies were included in the review. Overall, no single teaching modality was identified as being superior to others at significantly increasing learner competency in EBP. Changes in learner knowledge, skills, attitudes and behaviour were conflicting, with studies either reporting no change, or a moderate increase in EBP behavioural outcomes when directly compared to another intervention. Conclusion Current evidence highlights the lack of a single teaching modality that is superior than others regarding learner competency in EBP, regardless of health professions discipline or graduate status. The poor quality, heterogeneity of interventions and outcome measures limited conclusions. Further research should focus on the development of high-quality studies and use of psychometrically validated tools to further explore the impact of different EBP teaching modalities.https://doi.org/10.1186/s12909-022-03812-xSystematic reviewMedical educationEvidence-based practiceEvidence-based medicine |
| spellingShingle | Bethany Howard Basia Diug Dragan Ilic Methods of teaching evidence-based practice: a systematic review BMC Medical Education Systematic review Medical education Evidence-based practice Evidence-based medicine |
| title | Methods of teaching evidence-based practice: a systematic review |
| title_full | Methods of teaching evidence-based practice: a systematic review |
| title_fullStr | Methods of teaching evidence-based practice: a systematic review |
| title_full_unstemmed | Methods of teaching evidence-based practice: a systematic review |
| title_short | Methods of teaching evidence-based practice: a systematic review |
| title_sort | methods of teaching evidence based practice a systematic review |
| topic | Systematic review Medical education Evidence-based practice Evidence-based medicine |
| url | https://doi.org/10.1186/s12909-022-03812-x |
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