SynthesisBMC medical education2014
A systematic review of how studies describe educational interventions for evidence-based practice: stage 1 of the development of a reporting guideline.
Synthesis in BMC medical education, 2014. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 15 papers, 5 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
15 citing papers in PubMed, 5 syntheses or guidelines pooled it, 44 citations in OpenAlex.
- Educational or Behavioural Interventions to Improve Long-Term Haemodialysis Vascular Access Self-Management: A Systematic Review.Journal of renal care · 2025Pooled it
- A Systematic Review of the Reporting Quality of Observational Studies That Use Mediation Analyses.Prevention science : the official journal of the Society for Prevention Research · 2022Pooled it
- Theory-based strategies for teaching evidence-based practice to undergraduate health students: a systematic review.BMC medical education · 2019Pooled it
- Intervention Descriptions in Medical Education: What Can Be Improved? A Systematic Review and Checklist.Academic medicine : journal of the Association of American Medical Colleges · 2019Pooled it
- Pooled it
- Development and content validation of a measure to assess evidence-informed decision-making competence in public health nursing.PloS one · 2021Trial
- Improving self-directed learning ability of medical students using the blended teaching method: a quasi-experimental study.BMC medical education · 2023Article
- Completeness of intervention description in invasive cardiology trials: an observational study ofFrontiers in medicine · 2023Article
- Development of A Guideline for Reporting Mediation Analyses (AGReMA).BMC medical research methodology · 2020Article
- Development and validation of the guideline for reporting evidence-based practice educational interventions and teaching (GREET).BMC medical education · 2016Observational
- The design, fate and impact of a hospital-wide training program in evidence-based medicine for physicians - an observational study.BMC medical education · 2016Observational
- The effectiveness and feasibility of an online educational program for improving evidence-based practice literacy: an exploratory randomized study of US chiropractors.Chiropractic & manual therapies · 2016Article
- Aligning Theory and Design: The Development of an Online Learning Intervention to Teach Evidence-based Practice for Maximal Reach.Global advances in health and medicine · 2015Article
- A Delphi survey to determine how educational interventions for evidence-based practice should be reported: stage 2 of the development of a reporting guideline.BMC medical education · 2014Article
- Certificate Course in Occupational Safety and Health: A Capacity Building Program for Primary Care Physicians based on Adult Learning Model.Indian journal of occupational and environmental medicineArticle
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
9 authors at 6 institutions in 4 countries.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundThe aim of this systematic review was to identify which information is included when reporting educational interventions used to facilitate foundational skills and knowledge of evidence-based practice (EBP) training for health professionals. This systematic review comprised the first stage in the three stage development process for a reporting guideline for educational interventions for EBP.
methodsThe review question was 'What information has been reported when describing educational interventions targeting foundational evidence-based practice knowledge and skills?'MEDLINE, Academic Search Premier, ERIC, CINAHL, Scopus, Embase, Informit health, Cochrane Library and Web of Science databases were searched from inception until October - December 2011. Randomised and non-randomised controlled trials reporting original data on educational interventions specific to developing foundational knowledge and skills of evidence-based practice were included.Studies were not appraised for methodological bias, however, reporting frequency and item commonality were compared between a random selection of studies included in the systematic review and a random selection of studies excluded as they were not controlled trials. Twenty-five data items were extracted by two independent reviewers (consistency > 90%).
resultsSixty-one studies met the inclusion criteria (n = 29 randomised, n = 32 non-randomised). The most consistently reported items were the learner's stage of training, professional discipline and the evaluation methods used (100%). The least consistently reported items were the instructor(s) previous teaching experience (n = 8, 13%), and student effort outside face to face contact (n = 1, 2%).
conclusionThis systematic review demonstrates inconsistencies in describing educational interventions for EBP in randomised and non-randomised trials. To enable educational interventions to be replicable and comparable, improvements in the reporting for educational interventions for EBP are required. In the absence of a specific reporting guideline, there are a range of items which are reported with variable frequency. Identifying the important items for describing educational interventions for facilitating foundational knowledge and skills in EBP remains to be determined. The findings of this systematic review will be used to inform the next stage in the development of a reporting guideline for educational interventions for EBP.
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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.