Effectiveness of Evidence-Based Practice Training in Healthcare Education
Author Information
Author(s): Gemma Flores-Mateo, Josep M. Argimon
Primary Institution: Unitat d'Epidemiologia, Salut Pública i Serveis Sanitaris, IDIAP Jordi Gol, Barcelona, Spain
Hypothesis
Does teaching Evidence-Based Practice (EBP) improve the knowledge, skills, attitudes, and behavior of postgraduate healthcare workers?
Conclusion
Small improvements in knowledge, skills, attitudes, or behavior are noted when measured alone, but a large improvement in skills and knowledge in EBP is noted when measured together in a total test score.
Supporting Evidence
- Twenty-four studies met the inclusion criteria for the review.
- The effect sizes ranged from 0.27 to 1.32, indicating varying levels of effectiveness.
- Only 10 out of 22 instruments used had two or more types of validity or reliability evidence.
Takeaway
Teaching healthcare workers how to use evidence in their practice helps them get better at it, but the improvements are small when looking at each skill alone.
Methodology
A systematic review of randomized, non-randomized, and before-after studies assessing EBP training effectiveness.
Potential Biases
Many studies lacked a non-intervention group for comparison, which could introduce bias.
Limitations
The studies reviewed had small sample sizes and varied quality, limiting the ability to draw strong conclusions.
Participant Demographics
The studies primarily involved postgraduate healthcare workers, including residents in medicine.
Statistical Information
Confidence Interval
95%CI: -0.05 to 1.53
Statistical Significance
p<0.05
Digital Object Identifier (DOI)
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