Teaching Evidence-Based Practice across Curricula—An Overview of a Professional Development Course for Occupational Therapy Educators

Daly, Marta M.; DeAngelis, Tina

doi:10.1080/07380577.2016.1227892

Cited by 6 publications

(3 citation statements)

References 4 publications

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“…EBP education based on the Sicily Statement’s five steps, demanded both internationally and nationally, implies an introduction to all of the Sicily Statement’s five steps of teaching and conducting EBP at undergraduate level [5, 6, 9]. At present, the majority of the methods found for teaching EBP only include 2–4 steps.…”

Section: Discussionmentioning

confidence: 99%

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Methods for teaching evidence-based practice: a scoping review

et al. 2019

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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.

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Section: Discussionmentioning

confidence: 99%

“…Healthcare students are mainly taught the first three steps of the Sicily Statement’s five-step model. The last two steps are rarely taught, and students and graduates thus lack competencies in applying their knowledge in the clinical setting during or after graduation [5, 6].…”

Section: Introductionmentioning

confidence: 99%

Methods for teaching evidence-based practice: a scoping review

et al. 2019

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“…Despite the recommendation that HCP educators incorporate the necessary competencies in their programmes [6], one of the long-recognised barriers to EBP education is lack of consistency in EBP curricular content [7][8][9]. Recent reports also highlight that effectively embedding EBP throughout HCP curricula remains a particular challenge [10][11][12][13]. While academics are generally supportive of teaching EBP, barriers such as competing job demands, lack of faculty skills, knowledge, and con dence, or supporting curricula frameworks impede progress [13][14][15][16][17][18].…”

Section: Introductionmentioning

confidence: 99%

Development of the EVIBEC Learning Outcomes Framework to support the delivery of evidence-based practice curricula in health care professional programmes: a Codesign Approach

Redmond,

Farrell,

Cunningham

et al. 2023

Preprint

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Background All healthcare professional education programmes must adopt a systematic approach towards ensuring graduates achieve the competencies required to be an evidence-based practitioner. While a list of competencies for evidence-based practice exist, health care educators continue to struggle with effectively integrating these competencies into existing curriculum. The purpose of this project was to develop an open access cross-discipline, learning outcomes framework to support educators in integrating the teaching, learning and assessment required to ensure all graduates of health care professional programmes can achieve the necessary evidence-based practice competencies. Methods An interdisciplinary project team of 7 health care professions educators and a librarian completed a review of the health professions literature on the teaching and assessment of evidence-based practice. The literature coupled with the teams’ collective experiences in health professions evidence-based education and research were used to identify relevant teaching, learning and research frameworks to inform the project design. The guide and toolkit for experience-based co-design developed by the NHS Institute for Innovation and Improvement was adopted for this study. A four-step approach involving three online interactive and participatory co-design workshops and a national stakeholder validation workshop was designed. Students (n = 33), faculty (n = 12), and clinical educators (n = 15) contributed to the development and validation of the EVIBEC learning outcomes framework through this co-design approach. Results Through a rigorous, systematic co-design process the EVIBEC Learning Outcomes Framework was developed. This framework consists of a series of student-centred learning outcomes, aligned to EBP competencies, classified according to the 5 As of EBP and mapped to the cognitive levels of Bloom’s taxonomy. Associated learning activities for each step of EBP are suggested. Conclusions Co-design was an effective method to develop a learning outcomes framework and associated learning activities to support integration and delivery of evidence-based practice across health care professions education programmes. Furthermore, outcomes from the co-design workshops supported the use of a spiral curriculum design where knowledge and skills are introduced and revisited at increasing levels of complexity over time coupled with the use of active learning and assessment activities to deliver evidence-based practice curriculum.

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