Abstract
Abstract
 ‘EBVM Learning’ is a freely available resource created in 2015 by an international team with the support of RCVS Knowledge. The resource comprises a series of online modules teaching the fundamental concepts of evidence-based veterinary medicine (EBVM) (Ask, Acquire, Appraise, Apply & Assess) supported by case studies, exercises, worked examples and quizzes. The aim of the current study (undertaken in 2019) was to review ‘EBVM Learning’ to ensure its ongoing relevance and usefulness to the range of learners engaged in EBVM. Feedback was gathered from stakeholder groups using website statistics and feedback forms, a survey and semi-structured interviews to provide a combination of quantitative and qualitative data.
 Website statistics revealed an international audience and a steady increase in visitors exceeding 1,000 per month in August 2020. Feedback via the online form (n=35) and survey (n=71) indicated that the resource was well structured, with an appropriate level and amount of content, useful examples and quizzes and the majority of respondents would use it again. Semi-structured interviews of educators (n=5) and veterinarians (n=8) identified three themes: features of the ‘EBVM Learning’ resource (strengths, suggestions for improvement), embedding the resource in education (undergraduate, postgraduate) and promoting EBVM (challenges, motivation for engagement). At a project team workshop the results were used to plan updates to the existing content and to identify new ways to promote learning and engagement. An updated version of ‘EBVM Learning’ was developed.
 ‘EBVM Learning’ is helping to produce the next generation of evidence-based practitioners and enabling to engage in the concepts of EBVM as part of their clinical practice.
 
Highlights
There is a clear need to include research evidence in veterinary practice to ensure clinical guidelines and decision-making are informed by the latest findings and continue to evolve and adapt (Doig, 2008; Holmes & Cockcroft, 2004; Feetham & Raffan, 2014; Dean et al, 2017; and Dean & Heneghan, 2019)
Our findings indicated that the level of engagement in evidence-based veterinary medicine (EBVM) across the profession has been variable with motivated practitioners keen to upskill
EBVM is gaining momentum and ‘EBVM Learning’ has the potential to make a valuable contribution to the training of the generation of EBVM practitioners across the globe
Summary
There is a clear need to include research evidence in veterinary practice to ensure clinical guidelines and decision-making are informed by the latest findings and continue to evolve and adapt (Doig, 2008; Holmes & Cockcroft, 2004; Feetham & Raffan, 2014; Dean et al, 2017; and Dean & Heneghan, 2019). There are recognised challenges to performing evidence-based (veterinary) medicine (EB(V)M) when in clinical practice including limited access to databases, lack of time to search for key literature, lack of skills to effectively appraise the quality of identified research, and difficulties in applying the evidence and assessing the impact (McColl et al, 1998; Kastelic, 2006; and Vandeweerd et al, 2012). The use of EBVM will further improve over time if the necessary skills are taught in the veterinary curriculum to enable future practitioners to perform EBVM in a busy practice environment (Janicke et al, 2020)
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