To the Editor: The systematic review of instruments for evaluating education in evidence-based practice (EBP) by Dr Shaneyfelt and colleagues1 is an essential first step for teachers of evidence-based medicine seeking valid instruments for assessing the effect of their teaching. However, I believe that their approach to evaluation of primary studies was too simplistic. While basic classification of instruments into knowledge, attitudes, or behaviors is appealing, detailed analyses might have been achieved through use of a more comprehensive classification system, such as Bloom's taxonomy of educational objectives.2 This would allow curriculum developers to identify instruments that test 1 of 20 specific subdomains within the broad cognitive, affective, or psychomotor domains.
Davis J. Evaluating Education in Evidence-Based Practice. JAMA. 2007;297(1):39-40. doi:10.1001/jama.297.1.39-a