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Instruments for evaluating education in evidence-based practice: a systematic review.

Terrence Shaneyfelt1, Karyn D Baum, Douglas Bell

  • 1Department of Medicine, University of Alabama School of Medicine, and Department of Veterans Affairs Medical Center, Birmingham, AL 35233, USA. terry.shaneyfelt@med.va.gov

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This study reviewed instruments for evaluating evidence-based practice (EBP) teaching. While some valid tools exist for assessing EBP skills and competence, further development is needed for attitudes and behaviors.

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Area of Science:

  • Medical Education
  • Health Professions Education
  • Evidence-Based Practice

Background:

  • Evidence-based practice (EBP) integrates research evidence, patient values, and clinical circumstances for decision-making.
  • Effective teaching of EBP necessitates evaluation guided by evidence of its own effectiveness.

Purpose of the Study:

  • To systematically appraise and summarize existing instruments for evaluating evidence-based practice (EBP) teaching.

Main Methods:

  • A comprehensive literature search was conducted across multiple databases (MEDLINE, EMBASE, CINAHL, HAPI, ERIC) and other sources.
  • Two independent raters extracted data on instrument development, format, learner levels, evaluation domains, feasibility, reliability, and validity.
  • Instruments were categorized into three levels based on psychometric testing and suitability for evaluation purposes.

Main Results:

  • 115 articles representing 104 unique instruments were included, primarily evaluating EBP skills in medical students and trainees.
  • Acquiring and appraising evidence were commonly assessed skills, with newer instruments evaluating question formulation and application to patient care.
  • While 53% of instruments showed some validity evidence, only 10% demonstrated three or more types; high-quality instruments were identified for competence, curriculum effectiveness, and behavioral outcomes.

Conclusions:

  • Valid instruments are available for assessing specific EBP domains and can be tailored to different evaluation needs.
  • Further research and instrument development are required to effectively evaluate EBP attitudes, behaviors, and advanced skills.