The duration of EBP interventions, varying from some hours to even months, was not related to students' EBP competence¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The duration of the interventions varying from some hours to even months was not related to the students' EBP competence. → Kyriakoulis Konstantinos 2016

Evidence¶

Kyriakoulis Konstantinos 2016¶

Kyriakoulis Konstantinos, Patelarou Athina, Laliotis Aggelos, Wan Andrew C, Matalliotakis Michail, Tsiou Chrysoula, Patelarou Evridiki. (2016). Educational strategies for teaching evidence-based practice to undergraduate health students: systematic review. Journal of Educational Evaluation for Health Professions. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5066070/

q2 · i? · review · r2

Narrative synthesis observation across the 20 included studies, whose training duration "ranged widely, from 2 hours to 1 year". The review concludes duration "was not related to the students’ EBP competence"; no statistical test of duration is reported.

"In addition, the duration of the interventions varying form some hours to even months was not related to the students’ EBP competence."

Discussion¶

Related Claims¶

• 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
• EBP attitude change depends on measurement timing: immediate post-test measures show no difference while longer-term measures show improvement — related
• Longer simulation duration is associated with higher effects, but evidence for simulations over one month is inconclusive — reports the opposite