Experiences Using Media Health Claims to Teach Evidence-Based Practice to Healthcare Students: A Mixed Methods Study

Area of Science:

• Health Sciences Education
• Evidence-Based Practice
• Critical Thinking

Background:

• Proficiency in evidence-based practice (EBP) requires critical thinking to bridge theory and practice.
• Health claims in media can serve as an accessible tool for introducing EBP concepts to early-stage healthcare students.

Purpose of the Study:

• To evaluate the integration of health claims assessment into EBP teaching for undergraduate healthcare students.
• To explore students' experiences with a blended learning approach and a group exam assignment focused on health news.

Main Methods:

• A convergent mixed methods study was conducted with a cross-sectional survey and focus group interviews.
• Participants included bachelor's students in bioengineering, physiotherapy, social education, and occupational therapy.
• A blended learning approach incorporated digital resources, critical assessment of health claims, and a group exam on health news.

Main Results:

• Students found assessing health claims a valuable entry point for learning EBP.
• The blended learning design and group exam positively influenced students' perception of learning outcomes.
• Positive experiences were reported by 80.1% of survey respondents, with 72% suggesting improvements.

Conclusions:

• Integrating critical reflection on media health claims, blended learning, and group exams may enhance EBP education for healthcare students.
• Further research with rigorous designs is needed to confirm the impact on learning outcomes.