The current educational interventions for teaching and learning evidence-based practice knowledge, skills, attitudes, and behaviours: a systematic review among undergraduate healthcare students in developing countries

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dc.contributor.authorNalweyiso, Dorothy Irene
dc.contributor.authorMbabazi, Johnson
dc.contributor.authorJosette, Bettany Saltikov
dc.contributor.authorKabanda, Joseph
dc.contributor.authorJeff, Breckon
dc.contributor.authorNnyanzi, Lawrence Achilles
dc.contributor.authorKawooya, Michael Grace
dc.contributor.authorMubuuke, Aloysius Gonzaga
dc.contributor.authorKinengyere, Alison Annet
dc.contributor.authorKatherine, Sanderson
dc.date.accessioned2025-04-12T07:14:45Z
dc.date.available2025-04-12T07:14:45Z
dc.date.issued2025
dc.description.abstractThis study aims to evaluate the current educational interventions designed to teach evidence-based practice (EBP) knowledge, skills, attitudes, and behaviours among undergraduate healthcare students in developing countries. A systematic review of quantitative primary research studies was conducted. From an initial set of 942 studies, 848 were screened based on their titles and abstracts, and 11 full-text articles were assessed. After applying exclusion criteria, eight studies were included in the review. These studies were identified through a comprehensive search of electronic databases, including CINAHL, MEDLINE, EMBASE, PUBMED, and ERIC. Two independent reviewers screened, appraised, and extracted data, utilizing the McMaster appraisal tools to assess methodological quality. A best-evidence synthesis approach was applied to summarize the findings in accordance with PRISMA guidelines. The review identified eight studies, 87.5% of which were conducted in Asian countries. The majority (62.5%) of these studies employed survey designs, and 75% incorporated blended teaching methods to deliver EBP content. A notable finding was the absence of EBP-focused interventions for healthcare students in sub-Saharan Africa. There is a significant gap in research regarding educational interventions for teaching EBP to undergraduate healthcare students in developing countries. The findings suggest a need for more targeted research and interventions, particularly in regions like sub-Saharan Africa.
dc.identifier.citationDorothy Irene Nalweyiso, Johnson Mbabazi, Josette Bettany Saltikov, Joseph Kabanda, Jeff Breckon, Lawrence Achilles Nnyanzi, Michael Grace Kawooya, Aloysius Gonzaga Mubuuke, Alison Annet Kinengyere & Katherine Sanderson (2025) The current educational interventions for teaching and learning evidence-based practice knowledge, skills, attitudes, and behaviours: a systematic review among undergraduate healthcare students in developing countries, Cogent Education, 12:1, 2460254, DOI: 10.1080/2331186X.2025.2460254
dc.identifier.urihttps://doi.org/10.1080/2331186X.2025.2460254
dc.identifier.urihttps://nru.uncst.go.ug/handle/123456789/10552
dc.language.isoen
dc.publisherCogent Education
dc.titleThe current educational interventions for teaching and learning evidence-based practice knowledge, skills, attitudes, and behaviours: a systematic review among undergraduate healthcare students in developing countries
dc.typeArticle
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