Developing evidence- based practice among students

BMC Medical Education, 2019

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 evidencebased 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.

In this chapter, we explore prominent issues related to identifying and implementing evidence-based practices (EBPs) in education. We first describe the general context for evidence-based reforms in education. To clarify the meaning of EBPs, we then briefly define terms frequently used in education for recommended practice. We discuss three broad issues with which educators must wrestle if evidence-based education is to fulfill its significant potential: the conceptual and philosophical foundations of evidence- based education, technical issues related to determining EBPs in education, and pragmatic issues surrounding the implementation of EBPs. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

Poster Sessions

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 evidencebased 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.

New Directions for Teaching and Learning, 2011

Teaching is just too damned diffi cult to get right. It is always possible to improve.-Petty, 2006, p. ix Petty's words send a clarion message to college and university teachers around the world. However, we believe that rather than being a mere possibility to improve as teachers, it is always necessary to improve. One way of improving our teaching is to adopt teaching methods that are based on or supported by evidence of success in enhancing student learning. Current Status of Higher Education: Critics and Supporters Most teachers base their instructional practices on tradition, the opinion of experienced practitioners, ideology, faddism, marketing, politics, or personal experience gained through trial and error (Beder and Medina, 2001; Slavin, 2008). This volume presents several of what we call evidence-based systems of teaching. We encourage readers to look at the evidence supporting each system and consider if one or more of these instructional approaches would help them achieve their teaching and student learning objectives. We hope that this volume will help develop a new tradition of teaching-one based on evidence and research-supported practice. Some faculty may see evidence-based teaching (EBT) as the latest fad in education, but we believe that it is more than a new trendy fashion. It refers to an approach that holds that practice should be capable of being 5 This chapter reviews the current status of university teaching and provides an overview for the need for evidence-based teaching. It describes problems with defi ning evidence as well as distinctions among systems of teaching and specifi c teaching actions.

Annals of the Academy of Medicine, Singapore, 2009

Evidence-based practice (EBP) involves making clinical decisions informed by the most relevant and valid evidence available. It has been suggested that the outcomes of teaching EBP skills may differ between undergraduates and post-graduates due to different determinants in learning. This paper reviews the current literature and discusses the impact of the teaching environment (undergraduate or post-graduate) for teaching EBP and its impact on EBP competency. A search of the literature was performed across the MEDLINE, CINAHL, PsychInfo and ERIC databases. Randomised controlled trials (RCTs) and non-randomised trials were eligible for inclusion in the paper. Studies were included for review if they explored the impact of teaching on participants' EBP competency, consisting of critical appraisal skills, knowledge and/or behaviour. Ten articles were eligible for inclusion for this review, of which 7 met all inclusion criteria. EBP competency was shown to increase regardless of whet...