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BMC Med Educ. 2011 Oct 5;11:78. doi: 10.1186/1472-6920-11-78.

Sicily statement on classification and development of evidence-based practice learning assessment tools.

Author information

1
Division of Biokinesiology and Physical Therapy, University of Southern California, Los Angeles, CA, USA. tilson@usc.edu

Abstract

BACKGROUND:

Teaching the steps of evidence-based practice (EBP) has become standard curriculum for health professions at both student and professional levels. Determining the best methods for evaluating EBP learning is hampered by a dearth of valid and practical assessment tools and by the absence of guidelines for classifying the purpose of those that exist. Conceived and developed by delegates of the Fifth International Conference of Evidence-Based Health Care Teachers and Developers, the aim of this statement is to provide guidance for purposeful classification and development of tools to assess EBP learning.

DISCUSSION:

This paper identifies key principles for designing EBP learning assessment tools, recommends a common taxonomy for new and existing tools, and presents the Classification Rubric for EBP Assessment Tools in Education (CREATE) framework for classifying such tools. Recommendations are provided for developers of EBP learning assessments and priorities are suggested for the types of assessments that are needed. Examples place existing EBP assessments into the CREATE framework to demonstrate how a common taxonomy might facilitate purposeful development and use of EBP learning assessment tools.

SUMMARY:

The widespread adoption of EBP into professional education requires valid and reliable measures of learning. Limited tools exist with established psychometrics. This international consensus statement strives to provide direction for developers of new EBP learning assessment tools and a framework for classifying the purposes of such tools.

PMID:
21970731
PMCID:
PMC3221624
DOI:
10.1186/1472-6920-11-78
[Indexed for MEDLINE]
Free PMC Article

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