William V Massey, Byungmo Ku, Megan B Stellino
Observations of playground play during elementary school recess
BMC research notes
fully implement internationally acknowledged requirements teaching evidencebased practice support students development core competencies evidencebased practice educators professional bachelor degree programs healthcare need systematic overview evidencebased teaching learning interventions purpose overview systematic reviews summarize synthesize current evidence systematic reviews educational interventions used educators teach evidencebased practice professional bachelordegree healthcare students identify evidencebased practicerelated learning outcomes used overview systematic reviews four databases pubmedmedline cinahl eric cochrane library searched may 2013 january 25th 2024 additional sources checked unpublished ongoing systematic reviews eligibility criteria included systematic reviews studies among undergraduate nursing physiotherapist occupational therapist midwife nutrition health biomedical laboratory science students evaluating educational interventions aimed teaching evidencebased practice classroom clinical practice setting combination two authors independently performed initial eligibility screening titleabstracts four authors independently performed fulltext screening assessed quality selected systematic reviews using standardized instruments data extracted synthesized using narrative approach total 524 references retrieved 6 systematic reviews total 39 primary studies included overlap systematic reviews minimal systematic reviews low methodological quality synthesis analysis revealed variety teaching modalities approaches outcomes extent assessed accordance sicily groups categories skills attitude knowledge whereas behaviors reaction educational experience selfefficacy benefits patient rarely used teaching evidencebased practice widely used undergraduate healthcare students variety interventions used recognized categories outcomes suggested sicily group used evaluate outcomes evidencebased practice teaching need studies measuring effect outcomes sicily group categories enhance sustainability transition evidencebased practice competencies context healthcare practice