MODERN METHODS OF TEACHING HEALTH SCIENCE STUDENTS IN EVIDENCE-BASED PRACTICE – A REVIEW OF THE WORLD SCIENTIFIC LITERATURE

Background:
The present world literature widely discusses the use of Evidence-based Practice in selected groups of professionals in health sciences.

The aim of the study:
The aim of the study was to analyse the up-to-date world scientific literature on a broadly defined issue of modern methods of teaching health science students regarding the use of recent research results in everyday clinical practice, i.e. Evidence-based Practice.

Material and methods:
The analysis involved the world scientific literature indexed in the following databases: EMBASE, PROQUEST, PUBMED, and SCOPUS. The analysis comprised articles written in English between the years 2000 and 2013 (date of publication: between January 1st, 2000 and November 12th, 2013). A total of 1001 articles on the use of EBP in selected groups of professionals in health sciences were found, including 43 publications devoted to methods of teaching EBP to students; EMBASE - 1 item, Proquest - 11 items, PUBMED - 10 items, Scopus - 21 items. Since 5 publications were indexed in several databases at the same time, 38 publications were qualified for the analysis.

Results:
Publications devoted to teaching EBP to nurses were prevailing. A series of 6 specialist publications entitled Understanding research was found in the Practising Midwife. One of the publications was devoted to Physiotherapy students; none of the publications was devoted to Nutrition students.

Conclusions:
1. There is a need to increase the awareness of academic teachers regarding the necessity for modern teaching of evidence-based everyday clinical practice to students.
2. The limitations in teaching students how to use research evidence in their professional practice are objective and they require system changes with reference to the clinical training of health science students.