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.

BackgroundOveruse injuries are reported to be more common than acute trauma in children and adolescents, causing pain and reduced function. The most common is apophysitis - a traction injury to the apophysis in growing individuals. The duration of symptoms reported in the literature is between 6 weeks to 6 months or more. The objective of this systematic review and network meta-analysis is to compare the effectiveness and safety of all available treatments for any type of apophysitis in children and adolescents.Methods/DesignWe will conduct a systematic review to retrieve all relevant studies applying a comparative design. Searches will be made in the Cochrane CENTRAL, MEDLINE, EMBASE, CINAHL and SportDiscus databases and via reference searching. The efficacy of treatments will be compared with respect to the outcomes 1) time to pain-free activity and 2) risk of subsequent injury. Risk of bias assessment will be made using revised tool for assessing risk of bias in randomized trials for Randomized trials and Robins-I tool for non-randomized trials. We will explore if different treatment comparisons are sufficiently similar in terms of effect modifiers (transitivity assumption) with the aim to conduct network meta-analyses for randomized and non-randomized studies separately. A treatment hierarchy will be obtained using the surface under the cumulative ranking curve (SUCRA) and mean ranks, visualized using rankograms. We will use the CINeMA software to apply the modified version of Grades of Recommendation, Assessment, Development and Evaluation (GRADE), developed specifically to evaluate the quality of evidence in network meta-analysis.DiscussionTo date the comparative effects of interventions for apophysitis seem to rely mainly on expert opinion. We aim to identify all comparative treatment designs described in the literature and synthesize data when possible. We will use the estimated treatment effects between injury locations to provide guidance in managing apophysitis.Trial registrationPROSPERO ID number: CRD42018083746.Electronic supplementary materialThe online version of this article (10.1186/s12998-018-0209-8) contains supplementary material, which is available to authorized users.

No abstract

Om at understøtte og udvikle forskernes videnskabelige informationskompetencer

BackgroundEBP skills are essential requirements in clinical practice among health professionals. Further knowledge about teaching Professional Bachelor Degree healthcare students evidence-based practice at undergraduate level is however needed. This scoping review aims to gather recommendations for teaching evidence-based practice across Professional Bachelor’s Degree healthcare programmes by mapping literature describing teaching methods for undergraduate healthcare students including the five steps suggested by the Sicily Statement.MethodsThree databases covering health, education and grey literature were searched. Full-text articles were screened by four reviewers and data extracted to two data extraction tools: 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.ResultsThe database search identified 1908 records. 181 records were eligible for full-text assessment and 73 studies were included. Studies were conducted from 2010–2016. 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 five steps, while few methods referred to all five steps.ConclusionsCollaboration with clinical practice is an advantageous method for teaching undergraduate healthcare students evidence-based practice; incorporating many of the Sicily Statements steps. Journal clubs and embedded librarians should be further investigated as methods to fortify existing methods of teaching.