Evaluating Student Abilities and Behaviors to Access Scientific Literature Following an Evidence-Based Practice Curriculum Intervention at a CAM Institution

Background: An evidence-based practice (EBP) curriculum was instituted at the National University of Health Sciences in order to develop core EBP competencies in future complementary and alternative medicine (CAM) practitioners. Short-term, long-term, stand-alone, and integrated teaching strategies were implemented progressively into the student curriculum.

Objective: To determine if exposure to an EBP curriculum changed students' skills, knowledge and behaviors regarding accessing and using high quality scientific literature.

Methods: Surveys assessing EBP knowledge, skills, behaviors, and attitudes were prospectively administered to students participating in the EBP curriculum during the program implementation. Quantitative and qualitative analysis of six cohorts of student participant surveys was performed.

Results: As EBP curriculum dosage increased, students demonstrated increased competencies over baseline in identifying and formulating good clinical questions and identifying relevant, applicable sources of high-quality scientific literature. Students also self-reported increased competencies in conducting literature searches without assistance, evaluating study designs, and interpreting study results.

Discussion: Exposure to and training in EBP skills has an impact on clinical decisions, making the process more efficient and effective. The focus on utilizing knowledge, skills, behaviors and attitudes common to evidence-based health care providers has driven clinicians to the biomedical literature and also required researchers to design research studies with clinical outcomes that are important and relevant to clinicians as well as patients.

Conclusion: Results indicate that exposing students to an EBP curriculum increases core EBP competencies.