Evidence-based practice educational intervention studies: a systematic review of what is taught and how it is measured.

摘要: Despite the established interest in evidence-based practice (EBP) as a core competence for clinicians, evidence how best to teach and evaluate EBP remains weak. We sought systematically assess coverage of five steps, review outcome domains measured, properties instruments used studies evaluating educational interventions. conducted systematic controlled (i.e. with separate control group) which had investigated effect citation analysis technique tracked forward backward citations index articles reviews primary included an overview teaching) using Web Science until May 2017. extracted information on intervention content (grouped into steps), assessed. also searched literature published reliability validity data used. Of 1831 records identified, 302 full-text were screened, 85 included. these, 46 (54%) randomised trials, 51 (60%) postgraduate level participants, 63 (75%) taught medical professionals. Step 3 (critical appraisal) was most frequently step (63 studies; 74%). Only 10 (12%) addressed all steps. studies, 52 (61%) evaluated skills, 39 (46%) knowledge, 35 (41%) attitudes, 19 (22%) behaviours, 15 (18%) self-efficacy, 7 (8%) measured reactions teaching delivery. 24 6 high-quality (achieved ≥3 types evidence) these 14 (29%) that skills; knowledge; 8 (26%) attitude. Most interventions have been focus only some steps (predominantly critically appraisal did not use measure outcomes. Educational packages address are needed improve teaching.