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
Creators: name: Nalweyiso, Dorothy Irene
name: Mbabazi, Johnson
name: Saltikov, Josette Bettany
name: Kabanda, Joseph
name: Breckon, Jeff
name: Nnyanzi, Lawrence Achilles
name: Kawooya, Michael Grace
name: Mubuuke, Aloysius Gonzaga
name: Kinengyere, Alison Annet
name: Sanderson, Katherine
Publisher: name: Taylor & Francis
Year: 2025
Subjects: subject: Medicine
subject: Biotechnology
subject: Sociology
subject: FOS: Sociology
subject: Biological Sciences not elsewhere classified
subject: Science Policy

description: This 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. Integrating EBP education into undergraduate healthcare curricula is essential for preparing future healthcare professionals. Further research is needed to evaluate the long-term effectiveness of these interventions on students’ EBP competencies. This systematic review evaluates the effectiveness of educational interventions for teaching evidence-based practice (EBP) among undergraduate healthcare students in developing countries. Findings suggest that EBP education enhances students’ knowledge, skills, attitudes, and behaviours, but challenges persist, particularly in sub-Saharan Africa, where interventions are scarce. The review highlights the use of blended teaching methods, yet there is a lack of longitudinal studies to assess the long-term impact of these interventions on students’ clinical practice. Many studies focused only on certain aspects of EBP (knowledge, skills, or attitudes), leaving a gap in understanding. To improve healthcare outcomes, the study advocates for integrating EBP into curricula with contextually relevant, sustainable methods, particularly in resource-limited settings. The review calls for further research into the long-term behavioural outcomes of EBP education and the development of region-specific programs, especially in areas like sub-Saharan Africa, to ensure that healthcare professionals are equipped to deliver evidence-based care.