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¶

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? Existing evidence supports the idea that multifaceted interventions have been demonstrated more likely to improve knowledge, skills, and attitudes compared to single interventions offered over a short duration or to no interventions. → 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 of the review's 20 included studies, comparing multifaceted interventions (MI) with single interventions (SI) or no intervention. The review states that "MI have been demonstrated more likely to improve knowledge, skills, and attitudes compared to SI offered over a short duration or to no interventions"; no meta-analysis was performed due to heterogeneity.

"Existing evidence supports, however, the idea that MI have been demonstrated more likely to improve knowledge, skills, and attitudes compared to SI offered over a short duration or to no interventions [4,27]."

Discussion¶

Related Claims¶

• The duration of EBP interventions, varying from some hours to even months, was not related to students' EBP competence — related
• A multifaceted EBP course for nursing students significantly improved competence, attitudes, knowledge, and skills versus baseline at two months after a 15-week intervention — a narrower finding that bears on this claim
• An EBP curriculum culture intervention at a dental college increased students' journal reading, research-report evaluation confidence, and evidence-use experience — a narrower finding that bears on this claim
• A theory-based EBP intervention produced a small significant increase in EBP use but no significant difference in EBP future use — related
• EBP interventions significantly increased nursing students' EBP efficacy scores from a mean of 2.30 ('a little confident') to 3.05 ('confident') — a narrower finding that bears on this claim
• An EBP-structured case conference produced significantly higher post-intervention EBP knowledge scores than a weekly didactic lecture among final-year medical students — a narrower finding that bears on this claim
• EBP attitude change depends on measurement timing: immediate post-test measures show no difference while longer-term measures show improvement — related
• A longitudinal multifaceted EBM curriculum for medical students significantly increased Berlin questionnaire and Fresno test knowledge scores over two and three years — a narrower finding that bears on this claim
• Mentoring within multifaceted interventions outperformed single interventions (educational materials alone or educational meetings) on knowledge, beliefs, and evidence-use outcomes in several trials — a narrower finding that bears on this claim