EBP attitude change depends on measurement timing: immediate post-test measures show no difference while longer-term measures show improvement¶

Claim · All claims
Evidence · 1 study · review r3 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Studies measuring attitudes immediately after intervention found no significant difference, while studies measuring over longer durations found significant improvement over time. → Ramis Mary-Anne 2019

Evidence¶

Ramis Mary-Anne 2019¶

Ramis Mary-Anne, Chang Anne, Conway Aaron, Lim David, Munday Judy, Nissen Lisa. (2019). Theory-based strategies for teaching evidence-based practice to undergraduate health students: a systematic review. BMC Medical Education. https://doi.org/10.1186/s12909-019-1698-4

q2 · i? · review · r3

Review synthesis across the five theory-based studies comparing immediate versus longer-term attitude measurement; the review reports a fluctuation of effect with significant increase at week one (p < 0.001) and overall significant increase from baseline at 37 weeks (p = 0.007) in one study.

"The two studies reporting no significant difference in EBP attitudes [45, 46] were measured immediately after the intervention, while results from Liabsuetrakul et al. found improvement in EBP attitudes over time [47, 48]."

Discussion¶

Related Claims¶

• Theory-based EBP interventions have a small but positive effect on undergraduate health students' EBP attitudes
• A theory-based EBP intervention produced a small significant increase in EBP use but no significant difference in EBP future use
• Simulation training improves self-perceived skills at six-month follow-up compared with active comparators, but shows no significant skill advantage at immediate post-test — related
• Social-emotional learning benefits persist at follow-up — related
• Simulation training improves attitudes toward suicide risk assessment compared with active comparators immediately after training and compared with inactive comparators at 2–4 months — related
• The duration of EBP interventions, varying from some hours to even months, was not related to students' EBP competence — related
• Multifaceted EBP interventions combining lectures, computer sessions, small-group discussions, journal clubs, and assignments were more likely to improve knowledge, skills, and attitudes than single interventions or no intervention — related
• A statistically significant increase in medical students' self-reported EBM knowledge and attitudes was found after a 3-month single-intervention course, with EBM concept understanding rising from 2.20 to 3.17 (P<0.001) — related