Table 1 Components of theoretically-based EBP interventions for undergraduate students

Ashktorab et al. 2014 [45]

Nursing; Final semester of degree course

Each step of intervention based on Rogers’ diffusion of Innovation Model; small groups; Q & A interactive discussions; encouraged to continue discussion on clinical questions outside of teaching hours; Posters presented at health centers as a way of sharing evidence at end of program.

Unclear; ten educational sessions delivered over course of unit but unit length not specified.

Yes – based on health priorities

Yes

Yes

Adoption of EBP behaviors

Not specified; evidence dissemination addressed in poster presentation

Kim et al. 2009 [46]

Nursing; Fourth year (senior year)

‘E-FIT’ intervention comprising 3 phases – 1) problem identification and evidence synthesis; 2) implementation strategy; 3) dissemination.

2-h introductory lecture on principles, definition, steps of and resources needed for EBP, Projects conducted in small groups; ended course with ‘Sharing Day’. Also included education on evidence dissemination strategies, protocol for practice change.

Conducted over full semester although specific time period not reported.

Yes

Yes, with librarian consult

Yes

Yes – protocol developed outlining steps to change practice; including analysis of organization, cost and SWOT analysis. Clinically integrated projects undertaken

Not specified; evidence dissemination addressed in sharing day with poster presentation

Liabsuetrakul et al., 2009 [47]

Fourth year medical students followed through to fifth year; examination at end of course (6th year)

Introductory session on fundamentals of EBM process then didactic lectures, small group work and facilitator guided sessions. Books, handouts, practice module used as course resources. Students paired with EBM mentors from different specialties. Group facilitators had facilitation manual.

Steps 1–3 of EBP process taught over 5 months in fourth year with didactic lectures (30 mins to 1 h) followed by relevant activities in small groups. Fifth year course commenced with revision lecture then lectures on steps 4 & 5; (total time for all 5 steps =15 months)

Yes

Yes

Yes

Theoretically and through observation of clinical staff practice to determine if practice was based on evidence

Yes

Liabsuetrakul et al., 2013 [48]

Fourth year medical students followed through to fifth year

Fourth years given clinical scenario: required to develop clinical questions, search for and appraise evidence for problem (e.g. diagnostic). Small group discussions - 5th year students: develop clinical questions from own clinical practice. Observation of clinicians undertaken to compare new knowledge with current practice. Facilitators had manual for guidance.

3 day short course at end of fourth year. After lectures, facilitated small group work undertaken. Intervention for fifth year as per previous paper. Total time for program = 10 months

Yes

Yes

Yes

Theoretically and through observation of clinical staff practice

Yes

Long et al., 2016 [49]

Arm 1 – Nursing (RN-BSN & MSN); Arm 2 – Nutrition (undergrad); Arm 3 – Pharmacy doctoral students; Academic years not specified

Evidence based internet research tool for teaching students across disciplines, about EBP (particularly critical appraisal skills). A 30-min training video was viewed by participants on how to use the tool. Case-study based questions included for students to apply question formulation and critical appraisal skills. Tool designed to be adjunct resource to texts and classroom education.

Unclear

Yes

Yes, with research librarian collaboration

Yes

Not specified

Not specified