Evaluation of Facilitators and Barriers to Implementing Evidence-Based Practice in the  Health Services: A Systematic Review

Ayoubian, Ali; Nasiripour, Amir Ashkan; Tabibi, Seyed Jamaledin; Bahadori, Mohammadkarim

doi:10.31661/gmj.v9i0.1645

Cited by 7 publications

(6 citation statements)

References 49 publications

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“…As in previous studies, this positive relationship has been expressed to some extent. [ 8 16 17 18 ]…”

Section: Discussionmentioning

confidence: 99%

“…[ 31 32 ] However, the studies on medical students showed increased EBP awareness and critical appraisal ability of articles after participating in the evidence-based training workshop. [ 8 13 14 15 ] The observed difference can be sufficient to hold various EBP training workshops and MPH courses for students. Having these multiple courses play a significant role in promoting EBP acceptance and awareness.…”

Section: Discussionmentioning

confidence: 99%

“…Lack of familiarity with effective research methods was one of the main obstacles to EBP. [ 6 8 10 11 ] Despite the importance of research and EBP in medicine, previous studies in medical students included a small sample size or directed in the medical-related field, including nursing. [ 11 12 13 14 ]…”

Section: Introductionmentioning

confidence: 99%

“…Furthermore, it may bridge the present gap between scientific research results and practice in future physicians. [ 8 ]…”

Section: Introductionmentioning

confidence: 99%

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Relationship between research self-efficacy and evidence-based practice in the medical students

Salehi

Zia

Amini

et al. 2022

J Edu Health Promot

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BACKGROUND: Due to the rapid advancement of medical knowledge, promotion in research is necessary to have the best clinical practice. Research Self-efficacy (RSE) is the researcher's confidence in their ability to conduct a specific study. The Evidence-Based Practice (EBP) represents how to improve the quality of care and treatment of patients. RSE and EBP are the cornerstones of successful research and then efficacious medical practice. This study aims to evaluate RSE and acceptance of EBP and their correlation among medical students. MATERIALS AND MEHODS: This is a cross-sectional study designed on 600 clinical students at the medical school of Shiraz, using a census method in 2020. Students were invited to fill out the standardized Phillips and Russell's questionnaires about RSE (4 domains, 33 questions) and Rubin and Parrish's questionnaire of EBP (10 questions). The gathered data were analyzed through the SPSS at α = 0.05 using descriptive statistics, t -test, Chi-square, and multiple linear regressions. RESULTS: There was a positive correlation between EBP and RSE score ( P < 0.05). The results of linear regression test showed that all variables had a significant effect on our response variables and their effect were significant ( P < 0.05). The highest mean score in RSE was shown in the subscale of writing skills (52.54). The lowest score was observed in the subscale of quantitative (student's subjective assessment of their ability to work with statistically related data and formulas) as well as computer skills (35.61). CONCLUSIONS: Students who participated in a research project, workshop, or Master of Public Health program got a higher RSE and EBP. Due to the positive correlation between RSE and EBP, we conclude that trained physicians who can research independently and use research evidence can find the best treatment approach for patients. These finding support the importance of integrating research education in medical curriculum to increase RSE and finally improvement of EBP among medical students.

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“…As in previous studies, this positive relationship has been expressed to some extent. [ 8 16 17 18 ]…”

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

“…Furthermore, it may bridge the present gap between scientific research results and practice in future physicians. [ 8 ]…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Relationship between research self-efficacy and evidence-based practice in the medical students

Salehi

Zia

Amini

et al. 2022

J Edu Health Promot

View full text Add to dashboard Cite

show abstract

“…Finally, it is important to note that the IF training program was developed within settings that are well resourced compared to those less resourced (e.g., low- and middle-income countries), and barriers to implementation may differ ( Ayoubian et al, 2020 ). To address the application of IF in these settings, additional emphasis on political and structural formative evaluation thorough documentation of recipient characteristics, and further potential adaptations of the innovation should be expanded in the IF training content.…”

Section: Limitationsmentioning

confidence: 99%

Development and Preliminary Evaluation of an Implementation Facilitation Training Program

Kirchner

Dollar

Smith

et al. 2022

Implementation Research and Practice

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Background: Implementation scientists are identifying evidence-based implementation strategies that support the uptake of evidence-based practices and other clinical innovations. However, there is limited information regarding the development of training methods to educate implementation practitioners on the use of implementation strategies and help them sustain these competencies. Methods: To address this need, we developed, implemented, and evaluated a training program for one strategy, implementation facilitation (IF), that was designed to maximize applicability in diverse clinical settings. Trainees included implementation practitioners, clinical managers, and researchers. From May 2017 to July 2019, we sent trainees an electronic survey via email and asked them to complete the survey at three-time points: approximately 2 weeks before and 2 weeks and 6 months after each training. Participants ranked their knowledge of and confidence in applying IF skills using a 4-point Likert scale. We compared scores at baseline to post-training and at 6 months, as well as post-training to 6 months post-training (nonparametric Wilcoxon signed-rank tests). Results: Of the 102 participants (76 in-person, 26 virtual), there was an increase in perceived knowledge and confidence in applying IF skills across all learning objectives from pre- to post-training (95% response rate) and pre- to 6-month (35% response rate) follow-up. There was no significant difference in results between virtual and in-person trainees. When comparing post-training to 6 months (30% response rate), perceptions of knowledge increase remained unchanged, although participants reported reduced perceived confidence in applying IF skills for half of the learning objectives at 6 months. Conclusions: Findings indicated that we have developed a promising IF training program. Lack of differences in results between virtual and in-person participants indicated the training can be provided to a remote site without loss of knowledge/skills transfer but ongoing support may be needed to help sustain perceived confidence in applying these skills. Plain Language Summary While implementation scientists are documenting an increasing number of implementation strategies that support the uptake of evidence-based practices and other clinical innovations, little is known about how to transfer this knowledge to those who conduct implementation efforts in the frontline clinical practice settings. We developed, implemented, and conducted a preliminary evaluation of a training program for one strategy, implementation facilitation (IF). The training program targets facilitation practitioners, clinical managers, and researchers. This paper describes the development of the training program, the program components, and the results from an evaluation of IF knowledge and skills reported by a subset of people who participated in the training. Findings from the evaluation indicate that this training program significantly increased trainees' perceived knowledge of and confidence in applying IF skills. Further research is needed to examine whether ongoing mentoring helps trainees retain confidence in applying some IF skills over the longer term.

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A mapping of facilitators and barriers to evidence-based management in health systems: a scoping review study

et al. 2021

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Background Healthcare settings are complex, and the decision-making process is usually complicated, too. Precise use of best evidence from different sources for increasing the desired outcomes is the result of EBM. Therefore, this study aimed to map the potential facilitators and barriers to EBM in health systems to help the healthcare managers to better implement EBM in their organizations. Methods The present study was a scoping review (SR) conducted in 2020 based on the integration of the frameworks presented by Arksey and O’Malley (2005) and Levac et al. (2010) considering the Joanna Briggs Institute guideline (2015). These frameworks consist of 6 steps. After finalizing the search strategy, 7 databases were searched, and the PRISMA-ScR was used to manage the retrieval and inclusion of the evidence. Microsoft Excel 2013 was used to extract the data, and the graphic description was presented. The summative analysis approach was used applying MAXQDA10. Results According to the systematic search, 4815 studies were retrieved after eliminating duplicates and unrelated articles, 49 articles remained to extract EBM facilitators and barriers. Six main aspects attitude toward EBM, external factors, contextual factors, resources, policies and procedures, and research capacity and data availability were summarized as EBM facilitators. The barriers to EBM were similarly summarized as attitude toward EBM, external factors, contextual factors, policies and procedures, limited resources, and research capacity and data availability. The streamgraphs describe that the international attention to the sub-aspects of facilitators and barriers of EBM has been increased since 2011. Conclusions The importance of decision-making regarding complex health systems, especially in terms of resource constraints and uncertainty conditions, requires EBM in the health system as much as possible. Identifying the factors that facilitate the use of evidence, as well as its barriers to management and decision-making in the organization, can play an important role in making systematic and reliable decisions that can be defended by the officials and ultimately lead to greater savings in organization resources and prevent them from being wasted.

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Evaluation of Facilitators and Barriers to Implementing Evidence-Based Practice in the Health Services: A Systematic Review

Cited by 7 publications

References 49 publications

Relationship between research self-efficacy and evidence-based practice in the medical students

Relationship between research self-efficacy and evidence-based practice in the medical students

Development and Preliminary Evaluation of an Implementation Facilitation Training Program

A mapping of facilitators and barriers to evidence-based management in health systems: a scoping review study

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