ReviewPloS one2014
What are the effects of teaching evidence-based health care (EBHC)? Overview of systematic reviews.
Review in PloS one, 2014. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 92 papers, 8 of them syntheses that pooled it.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
92 citing papers in PubMed, 8 syntheses or guidelines pooled it, 261 citations in OpenAlex.
- Methods of teaching evidence-based practice: a systematic review.BMC medical education · 2022Pooled it
- Pooled it
- A systematic review and taxonomy of tools for evaluating evidence-based medicine teaching in medical education.Systematic reviews · 2020Pooled it
- Theory-based strategies for teaching evidence-based practice to undergraduate health students: a systematic review.BMC medical education · 2019Pooled it
- Evidence-based practice educational intervention studies: a systematic review of what is taught and how it is measured.BMC medical education · 2018Pooled it
- Educational strategies for teaching evidence-based practice to undergraduate health students: systematic review.Journal of educational evaluation for health professions · 2016Pooled it
- Research trends in evidence-based medicine: a joinpoint regression analysis of more than 50 years of publication data.PloS one · 2015Pooled it
- A systematic review of how studies describe educational interventions for evidence-based practice: stage 1 of the development of a reporting guideline.BMC medical education · 2014Pooled it
- The effectiveness of a knowledge translation intervention on the implementation of NEWS2 in nursing homes, a pragmatic cluster RCT.Implementation science : IS · 2024Trial
- Undergraduate research implementation in physiotherapy: a hands-on and real experience of a randomised controlled trial.BMC medical education · 2023Trial
- Trial
- A clinically contextualized, hands-on biostatistics workshop for rheumatology fellows-in-training: a quasi-experimental pre-post educational intervention study.BMC medical education · 2026Article
- Evaluation of chiropractic students' perspectives on back pain management following one of three clinical evidence-based educational training interventions: a cluster-randomized trial.The Journal of the Canadian Chiropractic Association · 2025Article
- Evidence-Based Medicine:Sultan Qaboos University medical journal · 2025Article
- Perspectives on how evidence-based practice changes over time: A qualitative exploration of occupational therapy and physical therapy graduates.Journal of evaluation in clinical practice · 2025Article
- Preparing medical students to incorporate scientific evidence into patient care: A cross-sectional study.PloS one · 2025Article
- Evaluating the impact of the global evidence, local adaptation (GELA) project for enhancing evidence-informed guideline recommendations for newborn and young child health in three African countries: a mixed-methods protocol.Health research policy and systems · 2024Article
- Self-perceived knowledge, attitude, and practice of evidence-based medicine before and after training among healthcare workers in Taizhou, China.BMC medical education · 2024Article
- Interventions, methods and outcome measures used in teaching evidence-based practice to healthcare students: an overview of systematic reviews.BMC medical education · 2024Review
- Development of the EVIBEC Learning Outcomes Framework to support the delivery of evidence-based practice curricula in health care professional programmes: a codesign approach.BMC medical education · 2024Review
32 more citing papers are in PubMed but not listed here.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors at 3 institutions in 2 countries.
Funding
Abstract
backgroundAn evidence-based approach to health care is recognized internationally as a key competency for healthcare practitioners. This overview systematically evaluated and organized evidence from systematic reviews on teaching evidence-based health care (EBHC). METHODS/
findingsWe searched for systematic reviews evaluating interventions for teaching EBHC to health professionals compared to no intervention or different strategies. Outcomes covered EBHC knowledge, skills, attitudes, practices and health outcomes. Comprehensive searches were conducted in April 2013. Two reviewers independently selected eligible reviews, extracted data and evaluated methodological quality. We included 16 systematic reviews, published between 1993 and 2013. There was considerable overlap across reviews. We found that 171 source studies included in the reviews related to 81 separate studies, of which 37 are in more than one review. Studies used various methodologies to evaluate educational interventions of varying content, format and duration in undergraduates, interns, residents and practicing health professionals. The evidence in the reviews showed that multifaceted, clinically integrated interventions, with assessment, led to improvements in knowledge, skills and attitudes. Interventions improved critical appraisal skills and integration of results into decisions, and improved knowledge, skills, attitudes and behaviour amongst practicing health professionals. Considering single interventions, EBHC knowledge and attitude were similar for lecture-based versus online teaching. Journal clubs appeared to increase clinical epidemiology and biostatistics knowledge and reading behavior, but not appraisal skills. EBHC courses improved appraisal skills and knowledge. Amongst practicing health professionals, interactive online courses with guided critical appraisal showed significant increase in knowledge and appraisal skills. A short workshop using problem-based approaches, compared to no intervention, increased knowledge but not appraisal skills.
conclusionsEBHC teaching and learning strategies should focus on implementing multifaceted, clinically integrated approaches with assessment. Future rigorous research should evaluate minimum components for multifaceted interventions, assessment of medium to long-term outcomes, and implementation of these interventions.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.