What are the effects of teaching Evidence-Based Health Care (EBHC) at different levels of health professions education? An updated overview of systematic reviews

2021
journal article
article
32
dc.abstract.enBackground: Evidence-based healthcare (EBHC) knowledge and skills are recognised as core competencies of healthcare professionals worldwide, and teaching EBHC has been widely recommended as an integral part of their training. The objective of this overview of systematic reviews (SR) was to update evidence and assess the effects of various approaches for teaching evidence-based health care (EBHC) at undergraduate (UG) and postgraduate (PG) medical education (ME) level on changes in knowledge, skills, attitudes and behaviour. Methods and findings: This is an update of an overview that was published in 2014. The process followed standard procedures specified for the previous version of the overview, with a modified search. Searches were conducted in Epistemonikos for SRs published from 1 January 2013 to 27 October 2020 with no language restrictions. We checked additional sources for ongoing and unpublished SRs. Eligibility criteria included: SRs which evaluated educational interventions for teaching EBHC compared to no intervention or a different strategy were eligible. Two reviewers independently selected SRs, extracted data and evaluated quality using standardised instrument (AMSTAR2). The effects of strategies to teach EBHC were synthesized using a narrative approach. Previously published version of this overview included 16 SR, while the updated search identified six additional SRs. We therefore included a total of 22 SRs (with a total of 141 primary studies) in this updated overview. The SRs evaluated different educational interventions of varying duration, frequency, and format to teach various components of EBHC at different levels of ME (UG, PG, mixed). Most SRs assessed a range of EBHC related outcomes using a variety of assessment tools. Two SRs included randomised controlled trials (RCTs) only, while 20 reviews included RCTs and various types of non-RCTs. Diversity of study designs and teaching activities as well as aggregated findings at the SR level prevented comparisons of the effects of different techniques. In general, knowledge was improved across all ME levels for interventions compared to no intervention or pre-test scores. Skills improved in UGs, but less so in PGs and were less consistent in mixed populations. There were positive changes in behaviour among UGs and PGs, but not in mixed populations, with no consistent improvement in attitudes in any of the studied groups. One SR showed improved patient outcomes (based on non-randomised studies). Main limitations included: poor quality and reporting of SRs, heterogeneity of interventions and outcome measures, and short-term follow up. Conclusions: Teaching EBHC consistently improved EBHC knowledge and skills at all levels of ME and behaviour in UGs and PGs, but with no consistent improvement in attitudes towards EBHC, and little evidence of the long term influence on processes of care and patient outcomes. EBHC teaching and learning should be interactive, multifaceted, integrated into clinical practice, and should include assessments.
dc.affiliationWydział Lekarski : Zakład Higieny i Dietetykipl
dc.cm.date2021-08-27
dc.cm.id105257
dc.cm.idOmegaUJCM8e8fe9452c4341a0b58dcc5e18efbaefpl
dc.contributor.authorBała, Małgorzata - 128647 pl
dc.contributor.authorPoklepović Peričić, Tinapl
dc.contributor.authorZając, Joanna - 104448 pl
dc.contributor.authorRohwer, Ankepl
dc.contributor.authorKlugarova, Jitkapl
dc.contributor.authorValimaki, Marittapl
dc.contributor.authorLantta, Tellapl
dc.contributor.authorPingani, Lucapl
dc.contributor.authorKluga, Miloslavpl
dc.contributor.authorClarke, Mikepl
dc.contributor.authorYoung, Tarynpl
dc.date.accession2022-02-01pl
dc.date.accessioned2021-08-27T10:31:26Z
dc.date.available2021-08-27T10:31:26Z
dc.date.issued2021pl
dc.date.openaccess0
dc.description.accesstimew momencie opublikowania
dc.description.number7pl
dc.description.points100
dc.description.versionostateczna wersja wydawcy
dc.description.volume16pl
dc.identifier.articleide0254191pl
dc.identifier.doi10.1371/journal.pone.0254191pl
dc.identifier.eissn1932-6203pl
dc.identifier.issn1932-6203pl
dc.identifier.projectROD UJ / Opl
dc.identifier.urihttps://ruj.uj.edu.pl/xmlui/handle/item/277753
dc.identifier.weblinkhttps://journals.plos.org/plosone/article?id=10.1371/journal.pone.0254191pl
dc.languageengpl
dc.language.containerengpl
dc.pbn.affiliationDziedzina nauk medycznych i nauk o zdrowiu : nauki medyczne
dc.relation.uri*
dc.rightsUdzielam licencji. Uznanie autorstwa 4.0 Międzynarodowa
dc.rights.licenceCC-BY
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/legalcode.pl
dc.share.typeOtwarte czasopismo
dc.subtypeArticlepl
dc.titleWhat are the effects of teaching Evidence-Based Health Care (EBHC) at different levels of health professions education? An updated overview of systematic reviewspl
dc.title.journalPLoS ONEpl
dc.typeJournalArticlepl
dspace.entity.typePublication
dc.abstract.en
Background: Evidence-based healthcare (EBHC) knowledge and skills are recognised as core competencies of healthcare professionals worldwide, and teaching EBHC has been widely recommended as an integral part of their training. The objective of this overview of systematic reviews (SR) was to update evidence and assess the effects of various approaches for teaching evidence-based health care (EBHC) at undergraduate (UG) and postgraduate (PG) medical education (ME) level on changes in knowledge, skills, attitudes and behaviour. Methods and findings: This is an update of an overview that was published in 2014. The process followed standard procedures specified for the previous version of the overview, with a modified search. Searches were conducted in Epistemonikos for SRs published from 1 January 2013 to 27 October 2020 with no language restrictions. We checked additional sources for ongoing and unpublished SRs. Eligibility criteria included: SRs which evaluated educational interventions for teaching EBHC compared to no intervention or a different strategy were eligible. Two reviewers independently selected SRs, extracted data and evaluated quality using standardised instrument (AMSTAR2). The effects of strategies to teach EBHC were synthesized using a narrative approach. Previously published version of this overview included 16 SR, while the updated search identified six additional SRs. We therefore included a total of 22 SRs (with a total of 141 primary studies) in this updated overview. The SRs evaluated different educational interventions of varying duration, frequency, and format to teach various components of EBHC at different levels of ME (UG, PG, mixed). Most SRs assessed a range of EBHC related outcomes using a variety of assessment tools. Two SRs included randomised controlled trials (RCTs) only, while 20 reviews included RCTs and various types of non-RCTs. Diversity of study designs and teaching activities as well as aggregated findings at the SR level prevented comparisons of the effects of different techniques. In general, knowledge was improved across all ME levels for interventions compared to no intervention or pre-test scores. Skills improved in UGs, but less so in PGs and were less consistent in mixed populations. There were positive changes in behaviour among UGs and PGs, but not in mixed populations, with no consistent improvement in attitudes in any of the studied groups. One SR showed improved patient outcomes (based on non-randomised studies). Main limitations included: poor quality and reporting of SRs, heterogeneity of interventions and outcome measures, and short-term follow up. Conclusions: Teaching EBHC consistently improved EBHC knowledge and skills at all levels of ME and behaviour in UGs and PGs, but with no consistent improvement in attitudes towards EBHC, and little evidence of the long term influence on processes of care and patient outcomes. EBHC teaching and learning should be interactive, multifaceted, integrated into clinical practice, and should include assessments.
dc.affiliationpl
Wydział Lekarski : Zakład Higieny i Dietetyki
dc.cm.date
2021-08-27
dc.cm.id
105257
dc.cm.idOmegapl
UJCM8e8fe9452c4341a0b58dcc5e18efbaef
dc.contributor.authorpl
Bała, Małgorzata - 128647
dc.contributor.authorpl
Poklepović Peričić, Tina
dc.contributor.authorpl
Zając, Joanna - 104448
dc.contributor.authorpl
Rohwer, Anke
dc.contributor.authorpl
Klugarova, Jitka
dc.contributor.authorpl
Valimaki, Maritta
dc.contributor.authorpl
Lantta, Tella
dc.contributor.authorpl
Pingani, Luca
dc.contributor.authorpl
Kluga, Miloslav
dc.contributor.authorpl
Clarke, Mike
dc.contributor.authorpl
Young, Taryn
dc.date.accessionpl
2022-02-01
dc.date.accessioned
2021-08-27T10:31:26Z
dc.date.available
2021-08-27T10:31:26Z
dc.date.issuedpl
2021
dc.date.openaccess
0
dc.description.accesstime
w momencie opublikowania
dc.description.numberpl
7
dc.description.points
100
dc.description.version
ostateczna wersja wydawcy
dc.description.volumepl
16
dc.identifier.articleidpl
e0254191
dc.identifier.doipl
10.1371/journal.pone.0254191
dc.identifier.eissnpl
1932-6203
dc.identifier.issnpl
1932-6203
dc.identifier.projectpl
ROD UJ / O
dc.identifier.uri
https://ruj.uj.edu.pl/xmlui/handle/item/277753
dc.identifier.weblinkpl
https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0254191
dc.languagepl
eng
dc.language.containerpl
eng
dc.pbn.affiliation
Dziedzina nauk medycznych i nauk o zdrowiu : nauki medyczne
dc.relation.uri*
dc.rights
Udzielam licencji. Uznanie autorstwa 4.0 Międzynarodowa
dc.rights.licence
CC-BY
dc.rights.uri
http://creativecommons.org/licenses/by/4.0/legalcode.pl
dc.share.type
Otwarte czasopismo
dc.subtypepl
Article
dc.titlepl
What are the effects of teaching Evidence-Based Health Care (EBHC) at different levels of health professions education? An updated overview of systematic reviews
dc.title.journalpl
PLoS ONE
dc.typepl
JournalArticle
dspace.entity.type
Publication
Affiliations

* The migration of download and view statistics prior to the date of April 8, 2024 is in progress.

Views
15
Views per month
Views per city
Ashburn
2
Wroclaw
2
Chandler
1
Dublin
1
Downloads
bala_et-al_what_are_the_effects_of_teaching_2021.pdf
5