The Preferred Reporting Items for Systematic Review and Meta-analysis statement consists of a checklist and a flow diagram and is intended to cover the minimum reporting items of a systematic review and meta-analysis.
Published in Chapter:
Challenges in Evidence-Based Practice Education: From Teaching Concepts Towards Decision-Making Learning
Helena H. Borba (Department of Pharmacy, Federal University of Paraná, Brazil), Fernanda S. Tonin (Pharmaceutical Sciences Program, Federal University of Paraná, Brazil), Roberto Pontarolo (Department of Pharmacy, Federal University of Paraná, Brazil), and Fernando Fernandez-Llimos (Faculty of Pharmacy, University of Porto, Portugal)
Copyright: © 2021
|Pages: 21
DOI: 10.4018/978-1-7998-4486-0.ch004
Abstract
Evidence-based practice is a key element and indicator of high-quality patient care. Healthcare professionals must effectively acquire the necessary knowledge, skills, and attitudes to gather, assess, and interpret the best available evidence in order to ground their clinical decisions. Both achieving competency and delivering instruction in evidence-based practice are complex processes requiring a multimodal approach that may include traditional lectures, interactive teaching strategies, clinically-integrated teaching strategies, active learning. This chapter will provide a brief overview of the concepts of evidence-based practice, interpretation of systematic reviews and meta-analyses, grading evidence, and recommendations' strength. For each topic, teaching strategies or methods will be discussed.