| Popis: |
Athina E Patelarou,1,* Konstantinos G Kyriakoulis,2,3,* Aliki A Stamou,2,3 Aggelos Laliotis,4 Dimitra Sifaki-Pistolla,5 Michail Matalliotakis,6 Emmanuel Prokopakis,7 Evridiki Patelarou8 1Department of Anesthesiology, University Hospital of Heraklion, Crete, 2Society of Junior Doctors, 3Faculty of Medicine, National and Kapodistrian University of Athens, Athens, Greece; 4Department of Oesophago-Gastric Surgery, Addenbrooke’s Hospital, Cambridge University Hospital NHS Foundation Trust, Cambridge, UK; 5Clinic of Social and Family Medicine, School of Medicine, University of Crete, Crete, 6Department of Obstetrics and Gynaecology, Venizeleio General Hospital, Heraklion, 7Department of Otorhinolaryngology, School of Medicine, University of Crete, Crete, Greece; 8Department of Family and Child Health, Florence Nightingale Faculty of Nursing and Midwifery, London, UK *These authors contributed equally to this work Abstract: Health care professionals’ adoption of evidence-based practice (EBP) remains limited, although most health care professionals are familiar with EBP and believe in its value. This systematic review aimed to bring together the best methods used to teach EBP to health professionals. The authors conducted a systematic search for the period 2005–2015 (an update of the search took place in October 2016) using PubMed interface (Medline). MeSH terms as well as free-text keywords were used. Studies were analyzed and evaluated by title and abstract. Those studies which fulfilled the inclusion criteria were assessed by full text. References of articles were also taken into consideration for identifying relevant studies not found through algorithm search. Twenty articles were found to be relevant. The majority of the studies were conducted among nurses (n=7) and physicians (n=6), and only a few among professionals from mixed disciplines (n=5). Two studies were conducted among chiropractors (n=1) and faculty members from a naturopathic and classical Chinese medicine institution (n=1). Researchers used a variety of different approaches, which varied with respect to duration and organization. We divided interventions into two categories. Single interventions included either a workshop, or a journal club, or a conference, or a lecture, or online learning tools, whereas multiple interventions included a combination of these approaches. An increase in EBP competencies and attitudes was reported in nine studies. Teaching methods for optimizing EBP among health professionals could become a robust standardized procedure of the medical educational curricula and lifelong learning of health care professionals. Keywords: advanced clinical practice, health personnel, teaching strategies, nurses, physicians, lifelong education |
