Methods for teaching evidence-based practice: A scoping review

Background: A need has been identified for further knowledge about how to teach evidence-based practice (EBP) on Danish Professional Bachelor Degree healthcare courses. Few studies examine teaching methods for healthcare students at the undergraduate level.
Methods: Three health and education databases were searched. Full-text articles were screened by four independent reviewers and data extracted to two data extraction tools: study characteristics and methods of teaching EBP. Study characteristics were tabulated and described narratively. A thematic analysis and a full-text revision were conducted to identify key methods for teaching EBP and to identify the use of the Sicily Statement’s five steps of teaching and conducting EBP.
Results: The database search identified 1,908 records, of which 181 records were eligible for full-text assessment, from which 73 studies were included. The studies were conducted in the years 2010-2016. Half the studies were undertaken in the USA. Study designs were primarily qualitative and participants mainly nursing students. Seven key methods for teaching EBP were identified. Research courses and workshops, collaboration with clinical practice and IT technology were the methods most frequently identified. Journal clubs and embedded librarians were referred to the least. Collaboration with clinical practice referred to four or five steps of the Sicily Statement. Studies were primarily conducted in classroom settings.
Conclusions: Collaboration with clinical practice is an advantageous method for teaching undergraduate healthcare students EBP; incorporating many of the Sicily Statements steps. Journal clubs and embedded librarians should be further investigated as methods to fortify research courses and workshops.