Main Organiser

Julius Centre University of Malaya

Co-organiser

Department of Social and Preventive Medicine, Faculty of Medicine, University of Malay

Supported by

University of Malaya

SICILY STATEMENT ON CLASSIFICATION AND DEVELOPMENT OF EVIDENCE-BASED PRACTICE LEARNING ASSESSMENT TOOLS

Author

TIlson JK, Kaplan SL, Harris JL, Hutchinson A, Ilic D, Niederman R, Potomkov J, Zwolsman SE

Institution

University of Southern California

Abstract

Objectives: In response to a charge from the delegates of the Fifth International Conference of Evidence-Based Health Care (EBHC) Teachers and Developers a consensus paper was developed to guide classification and development of tools to assess Evidence Based Practice (EBP) learning among healthcare providers.

Methods: An international, multi-disciplinary author group reviewed the literature and developed the statement through an iterative process. Authors solicited input from non-author EBHC conference delegates using a structured survey.

Results: Tools to measure the impact of EBP educational interventions were found to be limited to a few validated tests that do not measure across all levels of learners or across all steps of EBP. This lead the authors to develop the CREATE (Classification Rubric for EBP Assessment Tools in Education) which provides a classification framework for existing assessment tools and informs the development of future tools.

Conclusion: Four overarching recommendations for tool development were identified: 1. Use the CREATE framework to classify assessment tools; 2. State the foundational principles of learning and assessment upon which new tools are developed; 3. Link a tool’s design to the learning aims it intends to measure; 4. Develop, validate and use standardized translation methods to convert tools into other languages.