Teaching evidence-based practice: the teachers consider the content.


Yousefi-Nooraie, R; Rashidian, A; Keating, JL; Schonstein, E; (2007) Teaching evidence-based practice: the teachers consider the content. Journal of evaluation in clinical practice, 13 (4). pp. 569-75. ISSN 1356-1294 DOI: https://doi.org/10.1111/j.1365-2753.2007.00885.x

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Abstract

OBJECTIVE: To identify the views of evidence-based practice (EBP) experts about information that should be included in EBP courses. DESIGN: A two-round Delphi process. SETTING AND SUBJECT: The panel of experts in teaching EBP residing in developed and developing countries identified through purposive and snowball sampling. MAIN OUTCOME MEASURES: We developed a list of 49 topics representing key educational topics. The panel scored the importance of topics for inclusion in introductory and advanced courses. In the second round, we sent a summary of results to the panel and asked them to re-score in light of the group's responses. RESULTS: We used email to invite 105 EBP teachers to participate in the study. Fifty-one people from 15 countries agreed to participate, and 40 completed the second round. We achieved consensus that formulating clinical questions, searching pre-appraised resources, introduction to systematic reviews and critical appraisal of studies about therapy should be covered earlier in EBP courses while other critical appraisal topics and quantitative decision-making techniques should be left to more advanced levels. CONCLUSION: Experts concur that introductory EBP courses should be simple and certain topics should be avoided. Specifically, critical appraisal and statistical methods should be left to advanced courses.

Item Type: Article
Faculty and Department: Faculty of Public Health and Policy > Dept of Health Services Research and Policy
PubMed ID: 17683298
Web of Science ID: 249096800013
URI: http://researchonline.lshtm.ac.uk/id/eprint/8829

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