Enhancing health students’ understanding of generic research concepts using a web-based video resource

Callaghan, Lynne; Lea, Susan; Mutton, Lauren; Whittlesea, Emma

doi:10.1016/j.nepr.2011.03.012

Cited by 16 publications

(14 citation statements)

References 22 publications

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“…As a team students discussed relationships among laboratory concepts, current practice, and EBP information found in literature. By using post-conference time immediately following clinical practice experiences, students could associate their personal experiences in practice with the EBP information.Classroom + clinical practiceScott, 2011 [89]Collaboration with clinical practiceStudents learned to write PICOT questions……and search the literatureStudents learned appraisal and met with therapists to validate direction of search……and relevance of evidence to practiceClassroom + clinical practiceSmith-Stoner, 2011 [92]Collaboration with clinical practiceStudents performed literature searches……and presented editing policy to clinical staffClinical practiceSmith-Strøm, 2012 [93]Collaboration with clinical practiceThe 12 –day course trained the students in the four steps of EBP: Formulating a question……searching for evidence……critically appraising the evidence……and applying the evidenceClinical practiceBrown, 2015 [28]IT TechnologyThe iPad provided point-of-care access to clinical guidelines and resources……enabling students to implement an evidence-based approach to decision making and problem solvingClassroomCallaghan, 2011 [30]IT technologyStaff revealed two key research processes as being vital to students’ understanding of research and subsequent critical appraisal, these being searching for……and evaluating literatureClassroomDoyle, 2016 [36]IT technologyMobile software is a positive information tool for information literacy……and for informing clinical decisionsClinical practiceEales-Reynolds, 2012 [37]IT technologyStudents indicated that the WRAP improved their critical appraisal skills……and questioning of the research evidence basis for practiceClassroomMorris, 2010 [66]IT technologyThe guideline appraisal activity helped students formulated a searchable questionThe guideline appraisal activity helped students retrieve evidenceThe guideline appraisal activity helped students critically appraise the evidenceThe guideline appraisal activity helped students apply the evidence to practiceClinical practiceNadelson, 2014 [68]IT technology…”

Section: Resultsmentioning

confidence: 99%

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: Resultsmentioning

confidence: 99%

Methods for teaching evidence-based practice: a scoping review

et al. 2019

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“…It has been shown that visual aids, such as animation and acted analogical scenarios of concepts, are successful at “demystifying” research concepts and engaging learners at a greater level compared to textbooks and other typical methods used in research training [20]. In addition, including a video supplement to a typical text-based case study resulted in higher frequencies of clauses relating to data exploration, theory building and theory evaluation, suggesting that video components stimulate cognitive processes [21].…”

Section: Discussionmentioning

confidence: 99%

A Web-Based Platform for Educating Researchers About Bioethics and Biobanking

et al. 2015

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Background Participation in biobanking among individuals with familial risk for hereditary cancer (IFRs) and underserved/minority populations is vital for biobanking research. To address gaps in researcher knowledge regarding ethical concerns of these populations, we developed a web-based curriculum. Methods Based on formative research and expert panel assessments, a curriculum and website was developed in an integrative, systematic manner. Researchers were recruited to evaluate the curriculum. Public health graduate students were recruited to pilot test the curriculum. Results All 14 researchers agreed that the curriculum was easy to understand, adequately addressed the domains, and contained appropriate post-test questions. A majority felt the dialogue animations were interesting and valuable. 22 graduate students completed the curriculum and 77% improved their overall test score. Conclusions A web-based curriculum is an acceptable and effective way to provide information to researchers about vulnerable populations’ biobanking concerns. Future goals are to incorporate the curriculum with larger organizations.

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“…Ten studies (34.5%) reflected research or research-related EBP competencies in physiotherapy, [12][13][14][22][23][24][25][26][27][28] 2 (7.7%) in occupational therapy [29,30] and 2 (7.7%) in speech and language therapy. [31,32] Seven studies (26.9%) reported on mixed rehabilitation professions, [29,[33][34][35][36][37][38] while 5 (19.2%) were on unspecified allied health professions. [1,[39][40][41][42] Eight studies (30.8%) were surveys, with students being the most frequently surveyed population in 6 of these.…”

Section: Study Characteristicsmentioning

confidence: 99%

“…Most studies (n=19; 73.1%) had EBP as main construct (6 surveys, [14,25,28,30,32,38] 4 reviews, [34,40,42,43] 3 mixed-method studies, [24,27,37] 3 studies describing curriculum development [29,36,39] 2 pretest-post-test studies [26,33] and 1 qualitative study [31] ). Four studies (15.4%; 2 surveys, [23,41] 1 qualitative [35] and 1 opinion paper [22] ) had RM as main construct, with direct reference to research competencies. The remaining 3 studies (pretest-post-test, [1] mixed methods, [13] curriculum development [12] ) addressed both EBP and RM as main constructs.…”

Section: Researchmentioning

confidence: 99%

“…[41] Within this category, only 1 study highlighted the specific processes that students need to become familiar with to carry out research, such as seeking project funding and knowing the authorship process. [41] Research inquiry/literature review was the second-best represented domain; the ability to search and retrieve literature even when off campus [35] was specifically mentioned. Publishing research (dissemination domain) was reported as providing a scholarly contribution to the scientific body of knowledge and giving students motivation for doing research.…”

Section: Researchmentioning

confidence: 99%

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Research competencies for undergraduate rehabilitation students: A scoping review

Charumbira

Berner

Louw

2021

AJHPE

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Research training has been identified as the foundation for all programmes in the health science professions. [1] Undergraduate exposure is associated with improved scholarship [2] -a key competency that is promoted by the Health Professions Council of South Africa (HPCSA). [3] Familiarity with doing or using research fosters analytical thinking and develops skills for informed decision-making in patient service delivery and care. [4] Although not all rehabilitation students may become primary researchers, all practitioners will need to evaluate, interpret and use research for evidence-based practice (EBP). [5] Previous studies investigating research competencies for undergraduates predominantly focused on the medical and nursing professions. [6][7][8] However, certain competencies may be more relevant to rehabilitation. [9,10] Rehabilitation students should be equipped with knowledge, skills, attitudes and tasks that are relevant to the current clinical context and professional research needs. For example, knowledge of pretrial studies or alternative designs to traditional randomised controlled trials (e.g. practice-based evidence trials [10] and health services research [11] ) may be particularly important for rehabilitation research. [10] Although not synonymous, EBP and research are closely related concepts. [4] Educators in rehabilitation are increasingly restructuring research curricula towards EBP. [12,13] Research training may be used to cover EBP, and vice versa. [1,14] The Sicily Statement on EBP provides a five-step framework to use when developing curricula: (i) research question formulation; (ii) searching for best evidence; (iii) critically evaluating the evidence; (iv) applying the evidence to clinical practice; and (v) monitoring performance. [15] However, an investigation of existing physiotherapy coursework and EBP coverage [14] indicated that some research competencies are poorly defined in the learning outcomes, while others are not addressed at all. A standardised set of minimum core research competencies needs to be defined more explicitly to benchmark standards for research methods (RM) training in the undergraduate rehabilitation curriculum.Recently, 86 EBP competencies were identified in a systematic review involving health professionals, regardless of the discipline or level of training. [16] The findings were generalised to all health professions, leaving it to educators to 'advance competencies depending on the needs and desires of learners' . [16] No similar reviews exist that focus on research competencies or rehabilitation. This review aimed to provide a comprehensive overview of the existing literature regarding core research competencies that may be required by rehabilitation undergraduates. As a secondary outcome, a list of recommendations regarding the implementation of such competencies was compiled. MethodsA scoping review was conducted according to the methodological framework developed by Arksey and O'Malley [17] and refined by Levac et al. [18] The six-step process includes...

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Enhancing health students’ understanding of generic research concepts using a web-based video resource

Cited by 16 publications

References 22 publications

Methods for teaching evidence-based practice: a scoping review

Methods for teaching evidence-based practice: a scoping review

A Web-Based Platform for Educating Researchers About Bioethics and Biobanking

Research competencies for undergraduate rehabilitation students: A scoping review

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