Evaluation of Organizational Readiness in Clinical Settings for Social Supporting Evidence-Based Information Seeking Behavior after Introducing IT in a Developing Country

Abstract

The health sector of Iran has endeavored to encourage physicians and medical students to use research findings in their practice. Remarkable changes have occurred, including: holding computer skills courses, digital library workshops for physicians and students, and establishing websites in hospitals. The findings showed that a small number of the participants completely agreed that they were supported by supervisors and colleagues to use evidence-based information resources in their clinical decisions. Health care organizations in Iran need other organizational facilitators such as social influences, organizational support, leadership, strong organizational culture, and climate in order to implement evidence-based practice.

Personal, technical and organisational factors affect whether physicians seek answers to clinical questions during patient care: a literature review

“…Other facilitators ( n = 3) were ‘navigation support’ (Bernard et al, 2012; Heale et al, 2017; Rahmner et al, 2012), ‘more relevant and reliable information for clinical practice’ (Bellman et al, 2005; Bernard et al, 2012; Sarbaz et al, 2018), ‘reduced Financial cost’ (Bernard et al, 2012; Sarbaz et al, 2018; Shabi et al, 2011) and ‘smart features linked to the HER’ (Cook et al, 2018; King et al, 2019; Rahmner et al, 2012). Reoccurring themes (factors) include ‘summarised and analysed evidence‐based materials’ (Bernard et al, 2012; Shabi et al, 2011), ‘ready access to electronic resources’ (Cook et al, 2013; Heale et al, 2017), ‘utilisation of Internet and information searching skills’ (Norbert & Lwoga, 2013; Shabi et al, 2011), ‘knowing preferred sites or textbooks’ (Bennett et al, 2006; Norbert & Lwoga, 2013), ‘being in the teaching environment’ (Bellman et al, 2005; Kahouei, Alaei, Panahi, & Zadeh, 2015).…”

“…Personal factors refer to those related to the physicians themselves, including time, learned skills, personal interests. In the extracted studies, ‘Internet utilisation and information searching skills’ (Norbert & Lwoga, 2013; Shabi et al, 2011), ‘more available time’ (Bernard et al, 2012; Shabi et al, 2011), ‘personal interests’ (Kahouei et al, 2015; Norbert & Lwoga, 2013), ‘knowing preferred sites or textbooks’ (Bernard et al, 2012; Norbert & Lwoga, 2013) and ‘up‐to‐date knowledge about disease and new health technologies’ (Norbert & Lwoga, 2013; Sarbaz et al, 2018) were among the factors cited by two studies.…”

“…‘Increased awareness of resources by training’ (Almazrou et al, 2019; Bellman et al, 2005; Bernard et al, 2012; Heponiemi et al, 2019) and the ‘reduced financial costs of access to data’ (Bernard et al, 2012; Sarbaz et al, 2018; Shabi et al, 2011) were in the next ranks, respectively. Two studies cited the factors of ‘being in the teaching environment’ (Bellman et al, 2005; Kahouei et al, 2015) and ‘organisational support’ (Heponiemi et al, 2019; Kahouei et al, 2015). Other factors including ‘a climate for evidence‐based practice implementation’ (Kahouei et al, 2015), ‘strong organisational culture’ (Kahouei et al, 2015), ‘encouragement to improve the quality of decisions’ (Schaafsma et al, 2006), ‘colleagues' encouragement and support’ (Kahouei et al, 2015) and ‘faster Internet connection’ (Bernard et al, 2012) have been considered in one study.…”

“…Two studies cited the factors of ‘being in the teaching environment’ (Bellman et al, 2005; Kahouei et al, 2015) and ‘organisational support’ (Heponiemi et al, 2019; Kahouei et al, 2015). Other factors including ‘a climate for evidence‐based practice implementation’ (Kahouei et al, 2015), ‘strong organisational culture’ (Kahouei et al, 2015), ‘encouragement to improve the quality of decisions’ (Schaafsma et al, 2006), ‘colleagues' encouragement and support’ (Kahouei et al, 2015) and ‘faster Internet connection’ (Bernard et al, 2012) have been considered in one study.…”

“…Personal interest (Kahouei et al, 2015; Norbert & Lwoga, 2013) is considered as an incentive in facilitating factors. The interest in continuous learning in the medical field and the interest in learning necessary skills to improve clinical knowledge can reduce the questions and barriers of this area.…”