Department of Nursing and Health Promotion, Oslo Metropolitan University, Oslo, Oslo, 0130, Norway.
School of Health Sciences, Kristiania University College, Oslo, Oslo, 0107, Norway.
F1000Res. 2025 Jan 28;13:224. doi: 10.12688/f1000research.146648.2. eCollection 2024.
A multifaceted and interactive teaching approach is recommended for achieving proficiency in evidence-based practice, with critical thinking considered vital for connecting theory and practice. In this context, we advocate the strategic use of health claims in the media to promote critical thinking, complemented by a blended learning approach and a group exam.
We conducted a convergent mixed methods study, including a cross-sectional survey with structured and open-ended questions as well as focus group interviews, at Oslo Metropolitan University, during the 2020-2021 academic year. Participants were bachelor's students in healthcare. We employed a blended learning approach, combining digital learning resources, teaching in critical assessment of health claims and evidence-based practice, and a concurrent group exam assignment centered around media health claims. The outcome measures included students' experiences integrating health claims into evidence-based practice teaching and their experiences with teaching approaches and the group exam.
Out of 465 participants, 136 (29.2%) responded to the structured questions in the survey. In response to the open-ended questions within the survey, 109 (80.1%) of the respondents shared positive experiences about the course, while 98 (72%) suggested improvements. Additionally, 25 students participated in focus group interviews. Synthesizing the results, we found that students viewed the inclusion of health claim assessment as a useful entry point for learning evidence-based practice. In addition, the students identified both the blended learning design and the group exam as contributors to a positive perception of learning outcomes from the course.
Based on student feedback, integrating critical reflection on media health claims into evidence-based practice education, alongside a blended learning approach and a group exam, may be beneficial in teaching evidence-based practice to bachelor's healthcare students. However, further rigorous study designs are needed to objectively assess the effect of the course on learning outcomes.
DOI 10.5281/zenodo.6985449.
为了熟练掌握循证实践，推荐采用多方面和互动式的教学方法，而批判性思维则被认为是连接理论与实践的关键。在这种情况下，我们提倡在媒体中战略性地使用健康声明来促进批判性思维，辅之以混合学习方法和小组考试。
我们在 2020-2021 学年期间在奥斯陆大都市大学进行了一项汇聚混合方法研究，包括一项横断面调查，其中包含结构化和开放式问题以及焦点小组访谈。参与者是医疗保健专业的本科生。我们采用了混合学习方法，结合数字学习资源、对健康声明和循证实践的批判性评估教学，以及围绕媒体健康声明的同时进行的小组考试作业。主要结局指标包括学生将健康声明纳入循证实践教学的体验以及他们对教学方法和小组考试的体验。
在 465 名参与者中，有 136 名（29.2%）对调查中的结构化问题做出了回应。在调查中的开放式问题中，109 名（80.1%）受访者对课程表示积极的体验，而 98 名（72%）提出了改进建议。此外，有 25 名学生参加了焦点小组访谈。综合结果，我们发现学生认为纳入健康声明评估是学习循证实践的有用切入点。此外，学生们还认为混合学习设计和小组考试对课程学习成果的积极感知做出了贡献。
根据学生的反馈，将对媒体健康声明的批判性反思纳入循证实践教育中，同时采用混合学习方法和小组考试，可能有助于向医疗保健专业的本科生教授循证实践。然而，需要进一步进行严格的研究设计，以客观评估该课程对学习成果的影响。
DOI 10.5281/zenodo.6985449。
