Objective: The authors reviewed educational interventions for improving literature searching skills in the health sciences. Methods: We performed a scoping review of experimental and quasi-experimental studies published in English and German, irrespective of publication year. Targeted outcomes were objectively measurable literature searching skills (e.g., quality of search strategy, study retrieval, precision). The search methods consisted of searching databases (CINAHL, Embase, MEDLINE, PsycINFO, Web of Science), tracking citations, free web searching, and contacting experts. Two reviewers performed screening and data extraction. To evaluate the completeness of reporting, the Template for Intervention Description and Replication (TIDieR) was applied. Results: We included 6 controlled trials and 8 pre-post trials from the 8,484 references that we screened. Study participants were students in various health professions and physicians. The educational formats of the interventions varied. Outcomes clustered into 2 categories: (1) developing search strategies (e.g., identifying search concepts, selecting databases, applying Boolean operators) and (2) database searching skills (e.g., searching PubMed, MEDLINE, or CINAHL). In addition to baseline and post-intervention measurement, 5 studies reported follow-up. Almost all studies adequately described their intervention procedures and delivery but did not provide access to the educational material. The expertise of the intervention facilitators was described in only 3 studies. Conclusions: The results showed a wide range of study populations, interventions, and outcomes. Studies often lacked information about educational material and facilitators' expertise. Further research should focus on intervention effectiveness using controlled study designs and long-term follow-up. To ensure transparency, replication, and comparability, studies should rigorously describe their intervention.

中文翻译：

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提高健康科学文献检索技能的教育干预措施：范围审查

目的：作者回顾了提高健康科学文献检索技能的教育干预措施。方法：我们对以英语和德语发表的实验和准实验研究进行了范围审查，不考虑出版年份。目标结果是客观可衡量的文献搜索技能（例如，搜索策略的质量、研究检索、精确度）。搜索方法包括搜索数据库（CINAHL、Embase、MEDLINE、PsycINFO、Web of Science）、跟踪引文、免费网络搜索和联系专家。两名评审员进行了筛选和数据提取。为了评估报告的完整性，应用了干预描述和复制模板 (TIDiR)。结果：我们从这 8 个试验中纳入了 6 个对照试验和 8 个前后试验，我们筛选了 484 条参考文献。研究参与者是各种健康专业的学生和医生。干预的教育形式各不相同。结果分为 2 类：(1) 制定搜索策略（例如，识别搜索概念、选择数据库、应用布尔运算符）和 (2) 数据库搜索技能（例如，搜索 PubMed、MEDLINE 或 CINAHL）。除了基线和干预后测量，5 项研究报告了随访。几乎所有研究都充分描述了他们的干预程序和实施，但没有提供对教育材料的访问。只有 3 项研究描述了干预促进者的专业知识。结论：结果显示了广泛的研究人群、干预措施和结果。研究往往缺乏关于教育材料和促进者专业知识的信息。进一步的研究应侧重于使用对照研究设计和长期随访的干预效果。为确保透明度、可复制性和可比性，研究应严格描述其干预措施。