Article Text

Download PDFPDF
73 Methods for teaching evidence-based practice: a scoping review
  1. Anne Seneca Terkelsen1,
  2. Anne-Marie Fiala Carlsen2,
  3. Camilla Marie Larsen1,3,4,
  4. Poul Bruun1,
  5. Hanne Kaae Kristensen1,5
  1. 1Health Sciences Research Centre, University College Lillebaelt, Odense, Denmark
  2. 2UCL Library in Odense, University College Lillebaelt, Odense, Denmark
  3. 3Department of Sports Science and Clinical Biomechanics, University of Southern Denmark, Odense, Denmark
  4. 4Department of Physiotherapy, University College Lillebaelt, Odense, Denmark
  5. 5Department of Clinical Research, University of Southern Denmark, Odense, Denmark


Background EBP skills are essential requirements in clinical practice among health professionals. Further knowledge about teaching Professional Bachelor Degree healthcare students evidence-based practice at undergraduate level is however needed. This scoping review aims to gather recommendations for teaching evidence-based practice across Professional Bachelor’s Degree healthcare programmes by mapping literature describing teaching methods for undergraduate healthcare students including the five steps suggested by the Sicily Statement.

Methods Three databases covering health, education and grey literature were searched. Full-text articles were screened by four reviewers and data extracted to two data extraction tools: Study characteristics and key methods of teaching evidence-based practice. Study characteristics were described narratively. Thematic analysis identified key methods for teaching evidence-based practice while full-text revisions identified the use of the Sicily Statement’s five steps and context.

Results The database search identified 1908 records. 181 records were eligible for full-text assessment and 73 studies were included. Studies were conducted from 2010–2016. Seven key methods for teaching evidence-based practice were identified. Research courses and workshops, collaboration with clinical practice and IT technology were the key methods most frequently identified. Journal clubs and embedded librarians were referred to the least. The majority of the methods included 2–4 of the Sicily Statement five steps, while few methods referred to all five steps.

Conclusions Collaboration with clinical practice is an advantageous method for teaching undergraduate healthcare students evidence-based practice; incorporating many of the Sicily Statements steps. Journal clubs and embedded librarians should be further investigated as methods to fortify existing methods of teaching.

Statistics from

Request Permissions

If you wish to reuse any or all of this article please use the link below which will take you to the Copyright Clearance Center’s RightsLink service. You will be able to get a quick price and instant permission to reuse the content in many different ways.