ArticleJournal of the Medical Library Association : JMLA2017
Teaching evidence-based practice principles to prepare health professions students for an interprofessional learning experience.
Article in Journal of the Medical Library Association : JMLA, 2017. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers.
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Who cites it
8 citing papers in PubMed.
- Semi-automated rubrics for evidence-based medicine assessment: a case report on grading time reduction.Journal of the Medical Library Association : JMLA · 2026Article
- Non-clinician involvement in interprofessional health sciences education: educator experiences and attitudes.Journal of the Medical Library Association : JMLA · 2025Article
- A scoping review of librarian involvement in competency-based medical education.Journal of the Medical Library Association : JMLA · 2025Article
- Core Competency-Related Professional Behaviors During Patient Encounters: A Report From the Association for Athletic Training Education Research Network.Journal of athletic training · 2022Article
- Exploring interprofessional collaboration and attitudes of health sciences librarians.Journal of the Medical Library Association : JMLA · 2020Article
- Article
- Implementing an interprofessional information literacy course: impact on student abilities and attitudes.Journal of the Medical Library Association : JMLA · 2018Article
- Development of an innovative strategy to determine functioning attributed to health conditions in low-resource settings.Digital healthArticle
Corrections and comments
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Authors and funding
7 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
objectiveThe research assessed online learning modules designed to teach health professions students evidence-based practice (EBP) principles in an interprofessional context across two institutions.
methodsStudents from nine health professions at two institutions were recruited to participate in this pilot project consisting of two online learning modules designed to prepare students for an in-person case-based interprofessional activity. Librarians and an instructional designer created two EBP modules. Students' competence in EBP was assessed before and after the modules as well as after the in-person activity. Students evaluated the online learning modules and their impact on the students' learning after the in-person session.
resultsA total of 39 students from 8 health professions programs participated in the project. Average quiz scores for online EBP module 1 and module 2 were 83% and 76%, respectively. Following completion of the learning modules, adapted Fresno test of competence in EBP scores increased (
conclusionsOnline EBP learning modules were effective in developing EBP knowledge and skills for health professions students. Using the same modules ensured that students from different health professions at different stages of their professional programs had consistent knowledge and enabled each student to fully engage in an interprofessional evidence-based activity. Student feedback indicated the modules were valued and beneficial.
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