Examining the readiness of best evidence in medical education guides for integration into educational practice: A meta-synthesis

Background To support evidence-informed education, health professions education (HPE) stakeholders encourage the creation and use of knowledge syntheses or reviews. However, it is unclear if these knowledge syntheses are ready for translation into educational practice. Without understanding the readiness, defined by three criteria—quality, accessibility and relevance—we risk translating weak evidence into practice and/or providing information that is not useful to educators.