Evidence Based Practice in Biomedical Laboratory Science Education. A Dedicated Module to Improve Danish BLS Undergraduate Students EBP Competences

Objective: This study evaluated the effect of the Introduction, Methods, Results and Conclusion (IMRAD) module on the knowledge, skills, and attitudes towards evidence-based practice (EBP) in third-year biomedical laboratory science (BLS) students at the University College South Denmark. Additionally, it examined students' perceptions of EBP competencies post-education and their importance for future job searches. Materials and Methods: The IMRAD module, integrated into the sixth semester of the BLS curriculum, spans six weeks and includes theoretical and practical components on the IMRAD format. The study involved two consecutive groups of students (BA19, n=23; BA20, n=32). Data were collected using a self-reported questionnaire (Q1) at three points: baseline, post-module, and end of semester. A second questionnaire (Q2) was administered six months post-module to assess longterm EBP competency retention and job relevance. Results: Both groups exhibited significant improvements in EBP attitudes, knowledge, and skills post-module. The mean subscale scores for attitudes increased significantly from 25.7 to 28.8 (BA19) and from 25.1 to 28.0 (BA20). Knowledge and skills scores also showed significant increases from 44.5 to 63.2 (BA19) and from 48.9 to 64.8 (BA20). These improvements were maintained at the end of the semester. The Q2 results indicated that students felt confident in applying EBP competencies in their professional practice and valued these skills for future job opportunities. Conclusion: The IMRAD module effectively enhances EBP competencies in BLS students, with sustained improvements in attitudes, knowledge, and skills. Students recognize the relevance of EBP in their future careers, highlighting the module's success in preparing them for professional practice.