TY - JOUR
T1 - Methods of teaching evidence-based practice
T2 - a systematic review
AU - Howard, Bethany
AU - Diug, Basia
AU - Ilic, Dragan
N1 - Publisher Copyright:
© 2022, The Author(s).
PY - 2022/12
Y1 - 2022/12
N2 - 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.
AB - 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.
KW - Evidence-based medicine
KW - Evidence-based practice
KW - Medical education
KW - Systematic review
UR - http://www.scopus.com/inward/record.url?scp=85140576034&partnerID=8YFLogxK
U2 - 10.1186/s12909-022-03812-x
DO - 10.1186/s12909-022-03812-x
M3 - Article
C2 - 36289534
AN - SCOPUS:85140576034
SN - 1472-6920
VL - 22
JO - BMC Medical Education
JF - BMC Medical Education
IS - 1
M1 - 742
ER -