Teaching strategies for shared decision-making within the context of evidence-based healthcare practice: A scoping review

Abstract

ObjectiveTo describe the nature of teaching Shared Decision Making (SDM) within the context of Evidence Based Practice (EBP) to support development of contemporaneous EBP education programmes for healthcare learners. MethodsA scoping review following the Joanna Briggs Institute (JBI) guidance was conducted with the Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) used to guide reporting. ResultsThe narrative overview of 23 studies provides insight into the ‘what’ and ‘how’ of teaching SDM within the context of EBP education. A minority of studies explicitly and concurrently incorporated EBP and SDM in terms of how programme content was organised. Teaching strategies most often used regardless of learner cohort or setting included didactic, face-to-face lectures, together with role-play/modelling, small group workshops and video recordings. Programme evaluation outcomes predominantly focused on participant reactions to training and participant learning. ConclusionWhile a disconnect between EBP and SDM remains evident in healthcare programmes, increased recognition by educators to actively facilitate this interdependent relationship is emerging. Practice ImplicationsIntentionally structuring learning activities in a manner which demonstrates the relevance and interdependence of SDM and EBP may mitigate ‘learning silos’ and enhance learners' abilities to make connections required in practice.