Methods for teaching evidence-based practice: a scoping review

Abstract

Background This scoping review aims to gather and map inspiration, ideas and recommendations for teaching evidence-based practice across Professional Bachelor Degree healthcare programmes by mapping literature describing evidence-based practice teaching methods for undergraduate healthcare students including the steps suggested by the Sicily Statement. Methods A computer-assisted literature search using PubMed, Cinahl, PsycINFO, and OpenGrey covering health, education and grey literature was performed. Literature published before 2010 was excluded. Students should be attending either a Professional Bachelor’s degree or a Bachelor’s degree programme. Full-text articles were screened by pairs of reviewers and data extracted regarding: 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. Results The database search identified 2220 records. One hundred ninety-two records were eligible for full-text assessment and 81 studies were included. Studies were conducted from 2010 to 2018. Approximately half of the studies were undertaken in the USA. Study designs were primarily qualitative and participants mainly nursing students. 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’s five steps, while few methods referred to all five steps. Conclusions This scoping review has provided an extensive overview of literature describing methods for teaching EBP regarding undergraduate healthcare students. The two key methods Research courses and workshops and Collaboration with clinical practice are advantageous methods for teaching undergraduate healthcare students evidence-based practice; incorporating many of the Sicily Statement’s five steps. Unlike the Research courses and workshop methods, the last step of evaluation is carried out partly or entirely in a clinical context. Journal clubs and Embedded librarians should be further investigated as methods to reinforce existing methods of teaching. Future research should focus on methods for teaching EBP that incorporate as many of the five steps of teaching and conducting EBP as possible.

Peer‐led information literacy training: a qualitative study of students’ experiences of the NICE Evidence search Student Champion Scheme

“…Instead, librarians work as equal partners with faculty members to embed IL into the course over its duration (Hoffman, Beatty, Feng, & Lee, 2017). Embedded librarians can offer support to students with developing their searching competency and with critically appraising the information they find (Larsen, Terkelsen, Carlsen, & Kristensen, 2019).…”

Educational Interventions for Teaching Evidence-Based Practice to Undergraduate Nursing Students: A Scoping Review

“…Embedding EBP in undergraduate nursing programs has been strongly recommended [ 18 ]. Earlier systematic reviews have been focused on the effectiveness of EBP teaching strategies for undergraduate health students [ 19 , 20 , 21 , 22 ], while other reviews focused on nursing students have exclusively focused on the effectiveness of EBP teaching methods to promote students’ critical thinking [ 23 ], without quantifying the effect of the strategies [ 12 , 13 ] or being oriented to qualitative studies [ 15 ].…”

What next for education in evidence-based healthcare? A call for submissions

“…A more recent review, including 85 controlled trials of evidence-based practice interventions, found that some aspects of evidence-based practice (EBP) such as critical appraisal were focused on more, and there was a lack of high-quality instruments to measure outcomes 11. A further mapping review of undergraduate EBM teaching in various health disciplines found a focus on teaching critical appraisal and integrating appraised evidence but a lack of evaluation 12. Educational packages and instruments which address all EBP steps are, therefore, still much needed.…”