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Table 3 EBP-related outcomes measured in the included systematic reviews according to the Sicily group's assessment categories

From: Interventions, methods and outcome measures used in teaching evidence-based practice to healthcare students: an overview of systematic reviews

Outcomes

Reaction to the educational experiencea

Attitudes

Self-efficacy

Knowledge

Skills

Behaviours

Benefits to patients

OthersB

Reviews

Wakibi et al. 2021c [13]

15

1,4,6,7,8,9,12,13,15

15

1,2,6,7,8,13,14,15

4,9,13,14

8,9,12,15

 

Future use: 7,8

Patelarou et al. 2020c [12]

40

29, 30, 32

43

29,30,32,43

26,29,30,32

32,43

 

Future use: 29

EBP competence: 29, 30

Ramis et al. 2019 [21]

 

45

 

45

    

Horntvedt et al. 2018c [20]

 

28, 29,

 

28,34, 32

30,29,34,32

   

Ghaffari et al. 2018c [25]

5,7

3, 5

 

1,3,5

1,4

2,6

6

 

Cui et al. 2018 [24]

    

2,5,8,9

   
  1. The source numbers of the primary studies in each systematic review are based on the number of the source in the result tables of the review or reference list number (those using Vancouver)
  2. Some of the primary studies were included in more than one systematic review (se Additional file 4), but are only presented from one review each in the table above
  3. aDefinitions on the Sicily assessment categories according to Tilson et al
  4. • Reaction to educational experience: “refers to learners’ perspectives about the learning experience, including structural aspects (e.g., organization, presentation, content, teaching methods, materials, quality of instruction) and less tangible aspects such as support for learning” (2, p.3)
  5. • Attitudes: “refers to the values ascribed by the learner to the importance and usefulness of EBP to inform clinical decision-making” (2, p.4)
  6. • Self- Efficacy: “refers to people’s judgments regarding their ability to perform a certain activity (2, p.5)
  7. • Knowledge: “refers to learners’ retention of facts and concepts about EBP” (2, p.5)
  8. • Skills: “refer to the application of knowledge, ideally in a practical setting” (2, p.5)
  9. • Behaviors as part of patient care: “refers to what learners actually do in practice. It is inclusive of all the processes that a clinician would use in the application of EBP, such as assessing patient circumstances, values, preferences, and goals along with identifying the clinician’s own competence relative to the patient’s needs in order to determine the focus of an answerable question (2, p.5)
  10. • Benefits to patients: “refers to the impact of EBP educational interventions on the health of patients and communities” (2, p.6)
  11. bThe category “Others” represents outcomes that cannot be placed in any of the seven Sicily assessment categories
  12. cNot all primary studies included in the review had result that could be (interpretated) placed in an assessment category
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BMC Medical Education

ISSN: 1472-6920

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