Evidence-based practice education for healthcare professions: an expert view

Lehane, Elaine; Leahy‐Warren, Patricia; O’Riordan, Cliona; Savage, Eileen; Drennan, Jonathan; O’Tuathaigh, Colm M. P.; O’Connor, Michael; Corrigan, Mark; Burke, Francis; Hayes, Martina; Lynch, Helen; Sahm, Laura J.; Heffernan, Elizabeth; O'Keeffe, Elizabeth; Blake, Catherine; Horgan, Frances; Hegarty, Josephine

doi:10.1136/bmjebm-2018-111019

Cited by 202 publications

(185 citation statements)

References 32 publications

(40 reference statements)

Supporting

Mentioning

175

Contrasting

Unclassified

Order By: Relevance

“…Encouraging students to learn together by allowing them to complete the formative assessment (EP) together during clinical practice and peer mentoring at the annual conference where students show their peers how they applied EBM in clinical practice may have had a positive effect in our study. This supports previous studies which have demonstrated the bene ts of scaffolding student learning or spiral approach to EBM teaching; where EBM concepts and applications increase in complexity and are reinforced throughout the curriculum (19)(20)(21). Our teaching model provides a great example of continually shifting the zone of proximal development (Leppink & Duvivier 2016).…”

Section: Discussionsupporting

confidence: 86%

A Pragmatic Trial of Active Versus Passive Teaching for Clinically Integrating Evidence Based Medicine Teaching in an Undergraduate Medical School.

Kumaravel

Stewart

Ilić

2020

Preprint

View full text Add to dashboard Cite

Background Clinically integrated Evidence Based Medicine (EBM) teaching promotes higher order application of knowledge, skills, and behaviours. There is, however, limited evidence on the most efficient model for clinically integrating EBM teaching. The aim of this study was to test the feasibility of integrating EBM teaching into clinical placements in an undergraduate medical school and compare the effectiveness of two different methods of EBM teaching - active teaching and passive teaching. Methods Active teaching involved blended learning methods and facilitated small group discussions. Passive teaching involved self-directed small group discussions and a remote live telecast taught session. Students’ EBM competencies were assessed using the Assessing Competency in EBM (ACE tool) and Educational Prescriptions (EP) and in summative final professional written and clinical examinations.Results Education was delivered to 65 students, of whom 45 received active teaching, while 20 received passive teaching. Students receiving active teaching performed better in EPs (MD=-2.28, -4.31, -0.26). There was no significant difference in performances in the ACE tool (MD=-1.02, -2.20, 0.16); the written final professional exams (MD=-0.11, -0.65, 0.44) and the EBM OSCE stations (MD=-0.81, -2.38, 0.74). Conclusions It was feasible to integrate EBM teaching into clinical placements in an undergraduate medical school. Both active and passive methods were effective in delivering EBM teaching. While students in the active teaching model scored higher in EPs; there was no significant difference in performances in the ACE tool or the summative assessments. Scaffolding student learning or a spiral approach to EBM teaching model provides a great example of continually shifting the zone of proximal development.

show abstract

Section: Discussionsupporting

confidence: 86%

A Pragmatic Trial of Active Versus Passive Teaching for Clinically Integrating Evidence Based Medicine Teaching in an Undergraduate Medical School.

Kumaravel

Stewart

Ilić

2020

Preprint

View full text Add to dashboard Cite

show abstract

“…Importantly, students are learning in a context of altered priorities -what matters during this pandemic -and this is likely to influence the way they care for women, babies, and families on into the future ( Lehane et al , 2019 ).…”

Section: Decision-making In Times Of Uncertaintymentioning

confidence: 99%

Sustaining quality midwifery care in a pandemic and beyond

et al. 2020

View full text Add to dashboard Cite

Elsevier has created a COVID-19 resource centre with free information in English and Mandarin on the novel coronavirus COVID-19. The COVID-19 resource centre is hosted on Elsevier Connect, the company's public news and information website. Elsevier hereby grants permission to make all its COVID-19-related research that is available on the COVID-19 resource centre-including this research content-immediately available in PubMed Central and other publicly funded repositories, such as the WHO COVID database with rights for unrestricted research re-use and analyses in any form or by any means with acknowledgement of the original source. These permissions are granted for free by Elsevier for as long as the COVID-19 resource centre remains active.

show abstract

“…Supporting clinical instructors to be con dent in terms of their own competence when teaching EBP and to present themselves as role models for students, can assist students in applying EBP during clinical placements (1).…”

Section: Resultsmentioning

confidence: 99%

“…On an international scale, evidence-based practice is expected to be included in occupational therapy education (1). Evidence-based occupational therapy is de ned as "the client-centred enablement of occupation, based on client information and a critical review of relevant research, expert consensus and experience" (2).…”

Section: Introductionmentioning

confidence: 99%

An exploration of evidence-based practice work files for occupational therapy students during clinical placements: a descriptive cross-sectional study

Johnson

Bruset

Hjelle

et al. 2020

Preprint

View full text Add to dashboard Cite

Background: Bachelor students of occupational therapy are expected to work in accordance with evidence-based practice (EBP). The EBP work file, a learning tool in a Word document format, covering all steps in the EBP process, is an approach to teaching and learning EBP. The aim of this study was to examine the attitudes and behaviours of occupational therapy students’ in relation to applying evidence-based practice during their second-year clinical placement. We compared cohorts who received training in EBP work files with those who did not receive such training.Methods: A descriptive, cross-sectional comparative study was conducted. Five cohorts of second-year occupational therapy students took part in the study. The students answered two questionnaires, the EBP Beliefs Scale and the EBP Implementation Scale, after completing their second-year clinical placement. The analysis was based on descriptive statistics and calculation of the frequencies, percentages, mean and standard deviations of all participating students’ scores across both questionnaires. ANOVA with Bonferroni correction was conducted to analyse the differences between the mean totals of the questionnaires. Results: In this study, 126 occupational therapy students participated (response rate = 57.3%). The students reacted positively to EBP, although few were practicing EBP. The students believed that EBP resulted in the best clinical care for patients, but they lacked confidence in their own ability to apply EBP. The students in Cohort 5, who received extra instruction and assignments via the EBP work file, rated their EBP behaviour statistically lower than the students in Cohort 1, who did not receive extra training on the EBP work file. Conclusions: Additional EBP work file assignments were insufficient in terms of supporting students in the implementation of EBP during clinical placements. It is, therefore, important to facilitate the learning strategies of EBP skills and demonstrate how students can practise this competency during clinical placements. Including clinical instructors in EBP teaching and learning seems essential.

show abstract

Evidence-based practice education for healthcare professions: an expert view

Cited by 202 publications

References 32 publications

A Pragmatic Trial of Active Versus Passive Teaching for Clinically Integrating Evidence Based Medicine Teaching in an Undergraduate Medical School.

A Pragmatic Trial of Active Versus Passive Teaching for Clinically Integrating Evidence Based Medicine Teaching in an Undergraduate Medical School.

Sustaining quality midwifery care in a pandemic and beyond

An exploration of evidence-based practice work files for occupational therapy students during clinical placements: a descriptive cross-sectional study

Contact Info

Product

Resources

About