Educational interventions to improve literature searching skills in the health sciences: a scoping review

Abstract

Objective: The authors reviewed educational interventions for improving literature searching skills in the health sciences.Methods: We performed a scoping review of experimental and quasi-experimental studies published in English and German, irrespective of publication year. Targeted outcomes were objectively measurable literature searching skills (e.g., quality of search strategy, study retrieval, precision). The search methods consisted of searching databases (CINAHL, Embase, MEDLINE, PsycINFO, Web of Science), tracking citations, free web searching, and contacting experts. Two reviewers performed screening and data extraction. To evaluate the completeness of reporting, the Template for Intervention Description and Replication (TIDieR) was applied.Results: We included 6 controlled trials and 8 pre-post trials from the 8,484 references that we screened. Study participants were students in various health professions and physicians. The educational formats of the interventions varied. Outcomes clustered into 2 categories: (1) developing search strategies (e.g., identifying search concepts, selecting databases, applying Boolean operators) and (2) database searching skills (e.g., searching PubMed, MEDLINE, or CINAHL). In addition to baseline and post-intervention measurement, 5 studies reported follow-up. Almost all studies adequately described their intervention procedures and delivery but did not provide access to the educational material. The expertise of the intervention facilitators was described in only 3 studies.Conclusions: The results showed a wide range of study populations, interventions, and outcomes. Studies often lacked information about educational material and facilitators’ expertise. Further research should focus on intervention effectiveness using controlled study designs and long-term follow-up. To ensure transparency, replication, and comparability, studies should rigorously describe their intervention. This article has been approved for the Medical Library Association’s Independent Reading Program.

Methods of teaching evidence-based practice: a systematic review

“…The findings of this systematic review build on the emerging evidence base exploring the effectiveness of different teaching strategies on the competency of EBP learners [ 9 – 15 ]. Results from this current review update and extend on the findings from our 2014 systematic review, which identified a small, albeit moderate quality of evidence, on the effectiveness of different training modalities in medical trainees [ 10 ].…”

“…There have been a number of systematic reviews published evaluating the effectiveness of interventions focused on teaching EBP. Some of these have addressed only one aspect of EBP such as literature searching [9], whilst others have focused on specific cohorts such as medical trainees [10], medical students [11], undergraduate health students [12], postgraduate teaching [13], or nursing programs [14].…”

Improving nurses’ readiness for evidence-based practice in critical care units: results of an information literacy training program

“…They also reported that nurses who had previously attended EBP training programs had more knowledge than those who had not. Hirt et al [ 35 ] conducted a review study of educational interventions on health-related literature searching skills. They indicated that participants in the included studies were students and physicians from various health professions.…”

“…Further research on the efficacy of these interventions is also suggested by using controlled study designs and long-term follow-up. According to the findings of a review study [ 35 ], few educational interventional studies on search skills have been conducted in the last 10 years. Therefore, more emphasis must be placed on nurses' education.…”

Making research and evaluation more useful and more interesting for information services and their users: A guide for students and practitioners

“…There are many questions that could be asked, but the aim should be to find a focused question that is answerable (Coulbeck & Hadfield, 2013), and delivers findings that should improve the information literacy initiative. A good start to thinking around the problem would be to find a relevant scoping review, such as Hirt et al (2020) on educational interventions to improve literature searching skills in the health sciences. The review collates details about the research design, participants, the nature of the educational intervention and the outcome.…”