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Strategies for teaching evidence-based practice to undergraduate health students: a systematic review protocol
| Content Provider | Scilit |
|---|---|
| Author | Ramis, Mary-Anne Chang, Anne Nissen, Lisa |
| Copyright Year | 2015 |
| Description | Journal: JBI Evidence Synthesis |
| Abstract | The objective of this review is to find, critically appraise and synthesize the available quantitative evidence on the effectiveness of interventions that promote successful teaching of the evidence-based practice process in undergraduate health students, in preparation for them to become professional evidence-based practitioners. More specifically, the question that this review seeks to answer is: What is the effectiveness of teaching strategies for evidence-based practice for undergraduate health students? Learning and teaching the evidence-based practice (EBP) process presents great challenges to undergraduate students and educators alike, as providing students with knowledge alone, may not automatically mean students will feel capable to practice EBP in their eventual respective clinical environments.1,2 However EBP is now part of professional practice registration standards for many health disciplines to which new graduates are expected to adhere.3–7 Consequently, there is a growing responsibility for educators to address the requirement to ensure students have the necessary required knowledge, skills, attitude, and confidence. In 2005, the Sicily statement on evidence-based practice was published after a consensus process of 86 international delegates of the Evidence-Based Health Care Teachers and Developers conference.8 In an attempt to provide some consistency to the evidence-based practice movement, the statement addressed the demand for a clearer definition of what evidence-based practice really was, as well as provided recommendations for the future. The authors also supported the change in EBP language, suggesting that the term Evidence-based Medicine, be changed to and accepted as “evidence-based practice”, to reflect a broader construct and recognize and encourage a shared approach to EBP across health care fields. In recognizing the growing evidence-to-practice gap, the statement acknowledged the importance of effective teaching of EBP to undergraduate students as a way of preparing practitioners for the future.8 An update to the Sicily Statement was published in 2011 to provide direction for educators when developing tools to measure EBP dimensions from a learner perspective.9 The paper also provided a platform for further discussion on dimensions of EBP learning and teaching and suggested that effective EPB learning and evaluation should be “matched to the needs and characteristics of the learner audience”.9(pg.2) Prior to the update being published, a systematic review by Shaneyfelt et al10 identified over 104 tools used to evaluate EBP teaching strategies for the field of medicine alone, with varying levels of validity and reliability. It is generally agreed that the five basic steps of the EBP process include: asking a structured clinical question; collecting the best evidence available; critically appraising the evidence to ensure validity, relevance and applicability; applying or integrating the results into practice and evaluating outcomes.3,8,11,12 The teaching of these steps to undergraduates from a generic foundation has potential applicability across health fields13–15; however, studies available to date reflect a primarily segregated approach to the EBP process across health disciplines.16 While the content retrieved and the context for implementing the evidence will differ according to a students' clinical field, the process for searching and appraising the evidence will be similar when based on the five steps outlined above. There is some literature emerging which supports EBP education for undergraduate students to embrace an interprofessional context.17 Despite growing support for EBP, implementing the best evidence in practice is still suboptimal, with reports that some patients are still subject to inadequate and potentially unsafe care.18–21 Concomitant to this problem is the suggestion that some treatments are being implemented too early, without rigorous analysis of the research being implemented.18 The problem of translating knowledge into practice has become a focal point for many clinicians and researchers, and frameworks to address barriers for best practice present a multifaceted and complex phenomenon.21 One of the main tenets within knowledge translation frameworks is that of continuing education, with acknowledgement that this requires modification according to the target audience, e.g. health professional, health care service provider, policy maker and/or the patient.21 Tertiary educators are in a unique position to create a positive attitude toward EBP among students in the early years through teaching fundamental principles of EBP and building on them appropriately14, so that students can continue to develop these skills after graduation; however evidence to support strategies specifically for undergraduates is required. A systematic review specifically on the effectiveness of strategies for teaching EBP to undergraduate students across health disciplines has not been reported to date, however systematic reviews on teaching all or part of the EBP process to postgraduate medical students and combinations of student and clinician populations have been conducted.22–28 A systematic review conducted by Coomarasamy & Khan compared stand-alone teaching methods to integrated clinical problem solving strategies in postgraduate medical students.22,23 Results identified that clinically integrated courses provided improvements in knowledge, skills, attitudes, and behaviors; however the population for this review was postgraduate medical students. A very recently published review of systematic reviews by Young, Rohwer, Volmink, and Clarke attempted to synthesize the available information on EBP education and reviewed 15 earlier published systematic reviews and one unpublished one, from 1993 to 2013.28 Each of the included reviews evaluated single and/or multi-faceted educational interventions aimed at... |
| Related Links | https://eprints.qut.edu.au/81261/17/83177.pdf |
| Ending Page | 25 |
| Page Count | 14 |
| Starting Page | 12 |
| ISSN | 26898381 |
| e-ISSN | 22024433 |
| DOI | 10.11124/jbisrir-2015-1905 |
| Journal | JBI Evidence Synthesis |
| Issue Number | 2 |
| Volume Number | 13 |
| Language | English |
| Publisher | Ovid Technologies (Wolters Kluwer Health) |
| Publisher Date | 2015-02-01 |
| Access Restriction | Open |
| Subject Keyword | Journal: JBI Evidence Synthesis Public Health and Health Services Evidence-based Practice Evidence-based Practice Process Interdisciplinary Systematic Review Undergraduate Health Education |
| Content Type | Text |
| Resource Type | Article |
| Subject | Nursing |
