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Related Experiment Videos

Teaching evidence-based practice: the teachers consider the content.

Reza Yousefi-Nooraie1, Arash Rashidian, Jennifer L Keating

  • 1Centre for Academic and Health Policy, Tehran University of Medical Sciences, Tehran, Iran. ryousefi@razi.tums.ac.ir

Journal of Evaluation in Clinical Practice
|August 9, 2007
PubMed
Summary
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Evidence-based practice (EBP) experts agree that introductory courses should focus on foundational skills like formulating questions and using pre-appraised resources. Advanced critical appraisal and statistical methods are best reserved for higher-level EBP education.

Area of Science:

  • Medical Education
  • Evidence-Based Practice

Background:

  • Evidence-based practice (EBP) is crucial for modern healthcare.
  • Standardizing the content of EBP education is essential for effective knowledge transfer.

Purpose of the Study:

  • To determine the essential information EBP experts believe should be included in EBP courses.
  • To differentiate content suitable for introductory versus advanced EBP training.

Main Methods:

  • A two-round Delphi process involving international EBP experts.
  • Experts rated the importance of 49 educational topics for introductory and advanced EBP courses.

Main Results:

  • Consensus was reached on prioritizing clinical question formulation, searching pre-appraised resources, and introductory systematic reviews for early EBP courses.

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  • Advanced critical appraisal techniques and quantitative decision-making methods were deemed more appropriate for advanced EBP levels.

    • Conclusions:

    • Introductory EBP courses should be simplified, focusing on core competencies.
    • Complex critical appraisal and statistical methodologies should be deferred to advanced EBP curricula.