Adopt better methodologies and validated tools for identifying long-term EBP competency retention and for measuring attitude change¶

Strategy · All strategies
Evidence · 3 claims (1 for, 2 mixed) · 2 studies (2 review), q2 · 0 of 2 report an effect size · 3 claims rest on one study

Description¶

The review calls for future studies to "adopt better methodologies and validated tools for identifying EBP competencies retention in the long term and for determining the extent to which attitudes change following the implementation of an educational intervention". It notes validated tools for knowledge and skill acquisition exist and are widely used, but similar validated tools for attitude change are lacking, and self-reports are unreliable for long-term attitude measurement.

Design Implications¶

Context¶

Requirements¶

• Validated assessment instruments beyond student self-reports
• Follow-up assessments extending beyond immediate post-test intervals

Constraints¶

• The review states most studies' pre- and post-test duration was too short, which may lead to recall bias

Target Learners¶

• Undergraduate health students

Target Learning Goals¶

• Long-term retention of EBP competencies and reliable measurement of attitude change

Claims¶

• EBP attitude change depends on measurement timing: immediate post-test measures show no difference while longer-term measures show improvement [+W]
• A theory-based EBP intervention produced a small significant increase in EBP use but no significant difference in EBP future use [~W]
• The duration of EBP interventions, varying from some hours to even months, was not related to students' EBP competence [~W]

Related Strategies¶

• Future psychiatry education technology studies should use active comparators, standardized assessment tools, and long-term follow-up
• Prioritize multicenter, randomized designs with standardized reporting and longitudinal follow-up in future surgical education research
• Future active-learning research should use randomised controlled designs with larger samples and standardised outcome measures
• Use cluster randomized clinical trials and blinded simulation-based behavior assessment to strengthen NTS training evidence
• Future research should use standardized validated outcome measures, longitudinal follow-up designs, and methods linking learner gains to patient-relevant outcomes

Examples¶

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Key Sources¶

• 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/