On 2016 Jan 15, CREBP Journal Club commented:

The presented article is an interesting example of high quality well-conducted overview of systematic reviews. The authors concluded that EBHC teaching strategies should focus on implementing multifaceted, clinically integrated approaches with assessment. Our journal club discussed the minimum components for EBHC intervention that could be equally effective, and the equivalence between lecture-based and online EBHC training which resonate the findings of a recent RCT of blended learning vs. didactic learning approaches for teaching EBHC (Ilic D, 2015). We have also discussed the inconsistencies in describing the content of EBHC educational interventions in the included separate studies which impede the replication and implementation of their findings. We referred to the currently developing reporting guideline for educational intervention for EBP (Phillips AC, 2014).<br> Our Journal club have also discussed the heterogeneity of outcome measures both between and within included systematic reviews which prevent the authors from providing a pooled effect estimate of the effect of teaching EBHC (Shaneyfelt T, 2006). It is worthwhile to have acceptable standardised outcome measures to assess the effect of teaching EBHC as suggested by Sicily statement (Tilson JK, 2011).

See CREBP Journal Club for more information.

On 2016 Jan 15, CREBP Journal Club commented:

The presented article is an interesting example of high quality well-conducted overview of systematic reviews. The authors concluded that EBHC teaching strategies should focus on implementing multifaceted, clinically integrated approaches with assessment. Our journal club discussed the minimum components for EBHC intervention that could be equally effective, and the equivalence between lecture-based and online EBHC training which resonate the findings of a recent RCT of blended learning vs. didactic learning approaches for teaching EBHC (Ilic D, 2015). We have also discussed the inconsistencies in describing the content of EBHC educational interventions in the included separate studies which impede the replication and implementation of their findings. We referred to the currently developing reporting guideline for educational intervention for EBP (Phillips AC, 2014).<br> Our Journal club have also discussed the heterogeneity of outcome measures both between and within included systematic reviews which prevent the authors from providing a pooled effect estimate of the effect of teaching EBHC (Shaneyfelt T, 2006). It is worthwhile to have acceptable standardised outcome measures to assess the effect of teaching EBHC as suggested by Sicily statement (Tilson JK, 2011).

See CREBP Journal Club for more information.