Table 3 Dimensions and variation in students’ experiences and conceptions of learning about EBP in the literature research activity

A. Processes needed to frame and answer a question by searching literature

No evidence of learning processes for literature analysis, focus on answer to question or use of search techniques

Acquires and applies search and limited evaluation strategies and believes this is sufficient to answer a question

Recognises complexity but may be confused or feel that no reliable judgements can be made because the literature is not trustworthy

Recognises the need for critical analysis in judging which research findings to believe

B. Production and nature of medical research knowledge

Expects a clear answer, frustrated if not acquired – no evidence of learning about the nature of research

Recognises differences in quality of research and explains

with reference to bias or poor practice

Recognises differences in reliability of research and limitations of research with human subjects but has difficulty in evaluating such issues

Recognises uncertainty as inherent to medical knowledge, and knowledge as dynamic and therefore needing continual production

C. Ways in which medical research knowledge is integrated with practice

Sees no relevance to practice

Sees research as relevant to practice but sees integration as largely unproblematic

Focus on tension between scientific and practice knowledge but without ability to resolve

Recognises need to critically combine scientific knowledge with clinical

experience (own and others) and patient’s unique context