Deakin University, Waterfront Campus, 1 Gheringhap Street, Geelong, VIC, 3217, Australia.
Adv Health Sci Educ Theory Pract. 2017 Oct;22(4):1031-1045. doi: 10.1007/s10459-016-9702-9. Epub 2016 Jul 28.
The aim of this study is to update a previous review published in this journal on the effectiveness of teaching and assessment interventions for evidence based practice in health professions, and to determine the extent to which the five recommendations made from that review have been implemented. The Integrating Theory, Evidence and Action method was used to synthesise all published evidence from 2011 to 2015, which addressed instructional practices used for evidence based practice with pre-registration allied health students. Seventeen articles were found to meet the inclusion criteria, and were analysed for both their individual rigour and relationship to the five recommendations. The evidence reviewed in this study was diverse in both its geographical setting and the allied health disciplines represented. Most of the evidence used less rigorous methods, and the evidence base is generally exploratory in nature. To date, the five recommendations regarding instructional practices in this area have been implemented to varying degrees. Many current practices promote social negotiation, collaborative decision-making and collaborative learning, so the social constructivist approach is being adopted. However, the prior knowledge of students is not being assessed as a basis for scaffolding, communication of evidence based practice to varying audiences is rarely addressed and the role of clinicians in the learning of evidence based practice knowledge, skills, beliefs and attitudes remains limited.
本研究旨在更新本刊之前发表的一篇关于卫生专业人员循证实践教学和评估干预措施有效性的综述，并确定该综述提出的五项建议的实施程度。该研究采用整合理论、证据和行动方法综合了 2011 年至 2015 年间发表的所有关于针对注册前辅助健康学生进行循证实践的教学实践的证据。发现有 17 篇文章符合纳入标准，并对其各自的严谨性和与五项建议的关系进行了分析。本研究中审查的证据在地理背景和代表的辅助健康学科方面都存在多样性。大多数证据采用的方法不够严谨，证据基础总体上具有探索性。迄今为止，该领域关于教学实践的五项建议已在不同程度上得到实施。许多现行实践促进了社会协商、协作决策和协作学习，因此正在采用社会建构主义方法。然而，学生的先验知识并未被评估作为支撑的基础，针对不同受众的循证实践沟通很少涉及，临床医生在学习循证实践知识、技能、信念和态度方面的作用仍然有限。
