PROTOCOL: Evidence‐informed practice versus evidence‐based practice educational interventions for improving knowledge, attitudes, understanding, and behavior toward the application of evidence into practice: A comprehensive systematic review of undergraduate students

Kumah, Elizabeth Adjoa; McSherry, Robert; Bettany‐Saltikov, Josette; Hamilton, Sharon; Hogg, Julie; Whittaker, Victoria; Schaik, Paul van

doi:10.1002/cl2.1015

Cited by 10 publications

(6 citation statements)

References 71 publications

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“…Although some authors use these three terms interchangeably, they are somewhat different. Kumah et al (2019) regards EBP or EBDM as a systems-oriented approach of ensuring that clinical practice or health systems decision making is based on some form of research that can be a systematic review or randomised control trial. On the other hand, the same author treats evidence-informed policy-or decision-making as more encompassing and transcends the confines of EBP or EBDM by recognising policymakers and practitioners as critical, independent thinkers who can view, integrate, and utilise research and various other types of evidence such as practice informed knowledge, administrative data, citizen knowledge and values.…”

Section: Information Literacy and Evidence-informed Policymaking: A R...mentioning

confidence: 99%

Information literacy and its link to evidence-informed policymaking in Zimbabwe

Munatsi¹

2023

JIL

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This paper explored the link between information literacy (IL) and other factors that enable or inhibit the utilisation of research evidence in policymaking in Zimbabwe. The study assumes that if policymakers possess appropriate IL skills to access, assess, synthesise, and apply research evidence, they will naturally use the evidence to inform their policy decisions. Face-to-face interviews with 26 policymakers — technocrats selected from the Parliament of Zimbabwe and two ministries, Industry and Commerce, and Youth, Sport, and Recreation — produced evidence to inform the findings and conclusions. Data synthesis using thematic content analysis confirmed the findings. The results show that while IL skills are critical in enabling policymakers' use of research evidence, multiple other factors also influence the use of research evidence in policymaking due to the complexity of the process. The political and socioeconomic context plays a profound role because of the intricate and nonlinear nature of the policymaking process. Therefore, enhancing evidence use in policymaking revolves around strengthening IL skills at the individual level, including institutional and the broader policy ecosystem, by acknowledging and leveraging personal and institutional relationships. This insight illuminates the need to reorient IL programmes to link them to these other factors.

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Section: Information Literacy and Evidence-informed Policymaking: A R...mentioning

confidence: 99%

Information literacy and its link to evidence-informed policymaking in Zimbabwe

Munatsi¹

2023

JIL

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“…By incorporating evidencebased learning into postgraduate education, trainees are encouraged to critically evaluate research findings, stay updated on the latest evidence, and apply evidence-based approaches in their future practice. This helps to cultivate a strong research caliber and ensures that postgraduates are well-equipped to contribute to the advancement of medical knowledge and patient care [17][18][19].…”

Section: Introductionmentioning

confidence: 99%

Team-, case-, lecture- and evidence-based learning in medical postgraduates training

Huang,

Zhou,

Wei

et al. 2024

BMC Med Educ

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Background The aim of this study was to evaluate the effectiveness of team-, case-, lecture-, and evidence-based learning (TCLEBL) methods in cultivating students’ clinical and research abilities, as compared to traditional lecture-based learning (LBL) approaches. Methods Forty-one medical postgraduates were divided into two groups, a TCLEBL group and an LBL group. Teaching effectiveness was evaluated through student- and teacher-feedback questionnaires, scores from theoretical examinations and written literature reviews, and student learning burdens. Results Compared to the LBL approach, both teachers and students were more satisfied with the TCLEBL model (p < 0.001 for both teachers and students). The TCLEBL group performed significantly higher on the theory test compared to the LBL group (p = 0.009). There were significant differences between the LBL and TCLEBL groups, respectively, in terms of literature review and citations (12.683 ± 2.207 vs. 16.302 ± 1.095, p < 0.001), argument and perspective (12.55 ± 1.572 vs. 16.333 ± 1.354, p < 0.001), comprehensiveness of content (13.3 ± 2.268 vs. 16.683 ± 1.344, p < 0.001), and scientific rigor and accuracy (10.317 ± 1.167 vs. 12.746 ± 0.706, p < 0.001). There was no significant difference in the total extracurricular time expended between the two groups (323.75 ± 30.987 min vs. 322.619 ± 24.679 min, respectively for LBL vs. TCLEBL groups, p = 0.898). Conclusions TCLEBL is an effective teaching method that cultivates students’ clinical and research abilities.

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“…In contrast to evidence-based practice, intervention decisions made through evidence-informed decisionmaking are enriched by research but are not limited to it (Epstein, 2009). Evidence-informed decision-making is a creative and flexible process that continually meets the changing needs of the client and the context (Kumah et al, 2019).…”

Section: Introducing Evidence-informed Decision-makingmentioning

confidence: 99%

Exploring the processes of evidence-informed decision-making in applied sport psychology

Winter,

Freeman,

Griffin

et al. 2023

Journal of Applied Sport Psychology

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Adopting a pragmatic approach to research, four studies were conducted to investigate how evidence-informed decisions are made in applied practice and provide training guidance for developing evidence-informed decision-making competence in trainee Sport and Exercise Psychologists. The first study found that although attitudes towards research utilisation were generally positive, differences existed between trainee and qualified Sport and Exercise Psychologists regarding research utilisation skills and behaviour. Building on the recognition that evidence in applied psychology must include more than just research (Drapeau & Hunsley, 2014), study two explored the processes involved in making evidence-informed decisions when designing a psychological intervention for performance enhancement. The study demonstrated the nuanced interactions between research-based and practice-based knowledge when designing interventions that suit the needs of the athlete, work pragmatically within the applied context, and have the desired effect on the proposed intervention goal. Study three then examined the career experiences of Sport and Exercise Psychologists to identify the factors that influenced the construction of these decision-making processes. This study found that supervision during training was a strongly influential factor in developing evidence-informed decision-making processes. Finally, study four interviewed Sport and Exercise Psychology trainees and training supervisors to establish the key evidence-informed decision-making competencies for trainees to develop and how supervision can support their development. The findings illustrated the essential role of oneto-one, group, and peer supervision in providing a safe learning environment for trainees to build awareness of how they make evidence-informed decisions through discussion, reflection, and practice. Future research can investigate constructivist and collaborative learning strategies to support the growth of evidence-informed decision-making processes and competence in the training and development of Sport and Exercise Psychologists.

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PROTOCOL: Evidence‐informed practice versus evidence‐based practice educational interventions for improving knowledge, attitudes, understanding, and behavior toward the application of evidence into practice: A comprehensive systematic review of undergraduate students

Abstract: Evidence-informed practice versus evidence-based practice educational interventions for improving knowledge, attitudes, understanding, and behavior toward the application of evidence into practice: A comprehensive systematic review of undergraduate health and social care students.

Cited by 10 publications

References 71 publications

Information literacy and its link to evidence-informed policymaking in Zimbabwe

Information literacy and its link to evidence-informed policymaking in Zimbabwe

Team-, case-, lecture- and evidence-based learning in medical postgraduates training

Exploring the processes of evidence-informed decision-making in applied sport psychology

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