73 Methods for teaching evidence-based practice: a scoping review

Abstract

BackgroundEBP skills are essential requirements in clinical practice among health professionals. Further knowledge about teaching Professional Bachelor Degree healthcare students evidence-based practice at undergraduate level is however needed. This scoping review aims to gather recommendations for teaching evidence-based practice across Professional Bachelor’s Degree healthcare programmes by mapping literature describing teaching methods for undergraduate healthcare students including the five steps suggested by the Sicily Statement.MethodsThree databases covering health, education and grey literature were searched. Full-text articles were screened by four reviewers and data extracted to two data extraction tools: Study characteristics and key methods of teaching evidence-based practice. Study characteristics were described narratively. Thematic analysis identified key methods for teaching evidence-based practice while full-text revisions identified the use of the Sicily Statement’s five steps and context.ResultsThe database search identified 1908 records. 181 records were eligible for full-text assessment and 73 studies were included. Studies were conducted from 2010–2016. Seven key methods for teaching evidence-based practice were identified. Research courses and workshops, collaboration with clinical practice and IT technology were the key methods most frequently identified. Journal clubs and embedded librarians were referred to the least. The majority of the methods included 2–4 of the Sicily Statement five steps, while few methods referred to all five steps.ConclusionsCollaboration with clinical practice is an advantageous method for teaching undergraduate healthcare students evidence-based practice; incorporating many of the Sicily Statements steps. Journal clubs and embedded librarians should be further investigated as methods to fortify existing methods of teaching.

Learning Conversations with Trainees: An Undervalued but Useful EBM Learning Opportunity for Clinical Supervisors

“…2,4 Researchers have studied how best to incorporate EBM learning and teaching into daily clinical practice, but attempts so far have been without great success. [5][6][7][8][9][10][11][12] It is crucial to obtain a better view of current workplace-based practices so that support for EBM learning can be better tailored to the workplace.…”