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Methods of teaching evidence-based practice: a systematic review.

Bethany Howard¹, Basia Diug¹, Dragan Ilic²

¹Medical Education Research & Quality (MERQ) Unit, School of Public Health & Preventive Medicine, Monash University, Level 1, 553 St Kilda Road, Melbourne, VIC, 3004, Australia.

BMC Medical Education

|October 27, 2022

Summary

No single teaching method significantly improves evidence-based practice (EBP) competency in health professions students. Current evidence is conflicting, necessitating further high-quality research on EBP teaching strategies.

Keywords:

Evidence-based medicine Evidence-based practice Medical education Systematic review

Related Experiment Videos

Area of Science:

Medical Education Research
Health Professions Education
Evidence-Based Practice (EBP)

Background:

Assessing the impact of various teaching modalities on student evidence-based practice (EBP) competency.
EBP competency is crucial for healthcare professionals.

Approach:

Systematic review of randomized controlled trials comparing EBP teaching methods.
Searches conducted across multiple databases (MEDLINE, PsycINFO, CINAHL, ERIC, etc.) up to November 2021.
Risk of bias assessment using the Cochrane risk of bias tool.

Key Points:

Twenty-one studies were included in the review.
No single teaching modality demonstrated superiority in enhancing EBP competency.
Outcomes related to EBP knowledge, skills, attitudes, and behavior showed conflicting results.

Conclusions:

Current evidence does not support a universally superior EBP teaching modality for health professions students.
Study limitations include poor quality, intervention heterogeneity, and varied outcome measures.
Future research should prioritize high-quality studies with validated tools to evaluate EBP teaching impacts.