TY - JOUR
T1 - Teaching and learning strategies of evidence based medicine
T2 - A meta-synthesis of learners and instructors perspective
AU - Chandran, Viji Pulikkel
AU - Balakrishnan, Athira
AU - Rashid, Muhammed
AU - Khan, Sohil
AU - Devi, Elsa Sanatombi
AU - Kulyadi, Girish Pai
AU - Nair, Sreedharan
AU - Thunga, Girish
N1 - Funding Information:
Ms. Viji PC would like to acknowledge ICMR Senior Research Fellowship, Govt. of India (ICMR/SRF/09/2020/SBHSR) for awarding the fellowship during doctoral study (PhD). We would like to acknowledge Manipal Academy of Higher Education (MAHE), Manipal College of Pharmaceutical Sciences (MCOPS), and Department of Pharmacy Practice for the access to the library resources and the accomplishment of this work.
Publisher Copyright:
© 2023
PY - 2023/5/1
Y1 - 2023/5/1
N2 - Objective: Evidence Based Medicine (EBM) knowledge and skills have been recommended as a core competency of healthcare professionals worldwide. However, EBM teaching and learning approaches is quite heterogeneous. Hence, we aimed to conduct a meta-synthesis to identify various teaching and learning aspects of EBM from the learners and instructors perspective. Methodology: This study followed Preferred Reporting Items for Systematic Reviews and Meta-Analyses Guidelines. A comprehensive search strategy was used to retrieve articles from PubMed/Medline and Embase from inception till June 2022. To find additional studies, bibliographic search of included studies, review articles, a random search in Google Scholar, Research Gate and Google were carried out. This review evaluated studies published in English language that explained the teaching and learning aspects of EBM among healthcare professionals and students. Result: A total of 41 out of 8139 studies were included in this study. Both learners and instructors preferred tutorials, lectures, short courses, and workshops on EBM as a teaching method. To continue learning and practicing EBM, instructors suggested curricular changes as well as continuing education programmes. Learners preferred to learn EBM by direct clinical practice along with peers. Blended learning, group activities, assignments, workshops, journal clubs, task based learning, didactic teaching, team based learning, problem based learning, case based learning, blended learning, flipped learning and E-learning were the identified pedagogical approaches for teaching EBM. Conclusion: Different pedagogical approaches are used for teaching EBM among healthcare professionals. Continuous education programs for skill development must be held on a regular basis to improve the instructors and learners competency in EBM. Learners and instructors preferred learning approach should be considered while designing EBM educational studies as it is a life-long self-directed learning process.
AB - Objective: Evidence Based Medicine (EBM) knowledge and skills have been recommended as a core competency of healthcare professionals worldwide. However, EBM teaching and learning approaches is quite heterogeneous. Hence, we aimed to conduct a meta-synthesis to identify various teaching and learning aspects of EBM from the learners and instructors perspective. Methodology: This study followed Preferred Reporting Items for Systematic Reviews and Meta-Analyses Guidelines. A comprehensive search strategy was used to retrieve articles from PubMed/Medline and Embase from inception till June 2022. To find additional studies, bibliographic search of included studies, review articles, a random search in Google Scholar, Research Gate and Google were carried out. This review evaluated studies published in English language that explained the teaching and learning aspects of EBM among healthcare professionals and students. Result: A total of 41 out of 8139 studies were included in this study. Both learners and instructors preferred tutorials, lectures, short courses, and workshops on EBM as a teaching method. To continue learning and practicing EBM, instructors suggested curricular changes as well as continuing education programmes. Learners preferred to learn EBM by direct clinical practice along with peers. Blended learning, group activities, assignments, workshops, journal clubs, task based learning, didactic teaching, team based learning, problem based learning, case based learning, blended learning, flipped learning and E-learning were the identified pedagogical approaches for teaching EBM. Conclusion: Different pedagogical approaches are used for teaching EBM among healthcare professionals. Continuous education programs for skill development must be held on a regular basis to improve the instructors and learners competency in EBM. Learners and instructors preferred learning approach should be considered while designing EBM educational studies as it is a life-long self-directed learning process.
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U2 - 10.1016/j.cegh.2023.101280
DO - 10.1016/j.cegh.2023.101280
M3 - Review article
AN - SCOPUS:85151780605
SN - 2213-3984
VL - 21
JO - Clinical Epidemiology and Global Health
JF - Clinical Epidemiology and Global Health
M1 - 101280
ER -
