Protocol for development of the guideline for reporting evidence based practice educational interventions and teaching (GREET) statement
1 School of Health Sciences, University of South Australia, GPO box 2471, Adelaide 5001, Australia
2 Health and Use of Time Group (HUT), Sansom Institute for Health Research, University of South Australia, GPO Box 2471, Adelaide 5001, Australia
3 International Centre for Allied Health Evidence (iCAHE), School of Health Sciences, University of South Australia, GPO Box 2471, Adelaide 5001, Australia
4 Ottawa Hospital Research Institute, Centre for Practice-Changing Research, The Ottawa Hospital, 501 Smyth Rd, Ottawa, Ontario K1H 8L6, Canada
5 Centre for Research in Evidence-Based Practice (CREBP), Bond University, University Drive, Robina, Queensland 4226, Australia
6 Bournemouth University, Royal London House, Christchurch Road, Bournemouth, Dorset, UK
7 Ottawa Hospital Research Institute, Ottawa, Canada; Department of Epidemiology and Community Medicine, Faculty of Medicine, University of Ottawa, Ottawa, Canada
8 University of Southern California, Division of Biokinesiology and Physical Therapy, 1540 Alcazar St, CHP155, Los Angeles 90089, USA
9 Nutritional Physiology Research Centre (NPRC), School of Health Sciences and School of Population Health, University of South Australia, GPO Box 2471, Adelaide 5001, Australia
BMC Medical Education 2013, 13:9 doi:10.1186/1472-6920-13-9Published: 25 January 2013
There are an increasing number of studies reporting the efficacy of educational strategies to facilitate the development of knowledge and skills underpinning evidence based practice (EBP). To date there is no standardised guideline for describing the teaching, evaluation, context or content of EBP educational strategies. The heterogeneity in the reporting of EBP educational interventions makes comparisons between studies difficult. The aim of this program of research is to develop the Guideline for Reporting EBP Educational interventions and Teaching (GREET) statement and an accompanying explanation and elaboration (E&E) paper.
Three stages are planned for the development process. Stage one will comprise a systematic review to identify features commonly reported in descriptions of EBP educational interventions. In stage two, corresponding authors of articles included in the systematic review and the editors of the journals in which these studies were published will be invited to participate in a Delphi process to reach consensus on items to be considered when reporting EBP educational interventions. The final stage of the project will include the development and pilot testing of the GREET statement and E&E paper.
The final outcome will be the creation of a Guideline for Reporting EBP Educational interventions and Teaching (GREET) statement and E&E paper.
The reporting of health research including EBP educational research interventions, have been criticised for a lack of transparency and completeness. The development of the GREET statement will enable the standardised reporting of EBP educational research. This will provide a guide for researchers, reviewers and publishers for reporting EBP educational interventions.