Evidence based practice in biomedical laboratory science education. A dedicated module to improve Danish BLS undergraduate students evidence based practice competences.

Background
Teaching Evidence based practice (EBP) competences to undergraduate healthcare students has been claimed to be important for their future development in clinical practice once they are employed. Biomedical laboratory scientists (BLS) have a very important role in healthcare, but little is known about theses competences both at the school and clinical practice level.
Objectives
This study investigates the effect in the knowledge, skills and attitudes towards EBP at University College South Denmark by a module designed to teach biomedical laboratory students the basics of the IMRAD format.
Methods
We present a thorough description of the IMRAD module.
In a quasi-intervention study without control group, two groups of students (BA19 n=23, BA20 n=32) completed two questionnaires Q1 (before, after IMRAD and after end of semester), and Q2 (after bachelor completion). The students self-reported their attitudes, knowledge, and skills towards EBP items (Q1) and their perception of the EBP five-step process competences (ask, search appraise, integrate, evaluate) and their importance for future job applications (Q2).
Results
The questionnaires showed a significant increased self-perception effect of the student´s attitudes (BA 19 p=0,0025, BA 20 p=1,8*10-6) and skills and knowledge (BA19 p= 2,9 *10-9, BA20 p=2,9*10-14) after ending the module and more importantly, this increase was maintained after clinical placement at the end of their semester for both attitudes (BA19 p=6,4*10-4, BA20 p= 4,8*10-4 ) and knowledge and skills (BA19 p= 5,2 *10-8, BA20 p=2,9*10-9). The students reported a high self-perception of the EBP five-step process competences after completion of their bachelor project and their considerations to include these competences when searching for a future job.
Conclusions
A structured and well framed IMRAD module has given the students an improved self-perception of their IMRAD attitudes, knowledge and skills competences towards EBP. The students report to a high extent their ability to use the EBP five- step evidence-based practice competences after their bachelor project. In addition, it makes sense to them to look for a job that could value these competences in the future as they can contribute with them in their praxis.