Assessing the Effectiveness of an Evidence-based Practice Pharmacology Course Using the Fresno Test

Gardner, Alice; Lahoz, Monina R.; Bond, Irena; Levin, Len

doi:10.5688/ajpe807123

Cited by 6 publications

(6 citation statements)

References 13 publications

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“…10,23 Pharmacy school courses that effectively instruct EBP knowledge and skills have been described. 16,24,25 Despite agreement that EBM is a foundational knowledge and skill, the anecdotal practice of medicine still exists in busy clinical settings, putting pressure on the daily application of EBP. 7 To our knowledge, this is the first study to describe the instruction of EBP in the postgraduate pharmacy residency setting.…”

Section: Discussionmentioning

confidence: 99%

“…15 The test has been used in studies evaluating EBP in pharmacy students. 16 Composed of 12 items in open-ended, free-text questions, fill-in-the-blank questions and calculations related to two pediatric scenarios, the test is scored out of a total of 212 points. Taken in one 30-minute sitting, the test is scored using a standardized rubric with specific categories (not-evident, minimal and/ or limited, strong, excellent) including examples to improve rating on each item.…”

Section: Introductionmentioning

confidence: 99%

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Evaluation of an Evidence-Based Medicine Curriculum in a PGY1 Pharmacy Residency Program Using the Fresno Test

Cooper

Turner

Patel

et al. 2018

American Journal of Pharmaceutical Education

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Objective. To assess the effectiveness of a longitudinal evidence-based medicine (EBM) curriculum to improve pharmacy resident knowledge and skills in evidence-based practice as measured by the Fresno Test. Methods. Residency program director and clinical pharmacist preceptors in a community teaching hospital developed a longitudinal EBM curriculum for a postgraduate year one (PGY1) pharmacy practice residency. The program was offered as a yearlong series of 1-hour meetings to train residents in evidence-based practice. A pre/post study design was used to evaluate the program. The full 12-item Fresno Test was used to measure specific EBP skills: Ask, Acquire, Appraise, Apply and Assess. Pre/post composite and item mean scores were compared using Student's paired t-test. Results. Forty-three residents completed pre-and post-Fresno Test evaluations between 2008 and 2014 with a mean increase in pre-and post-training scores from 125.9 (SD 32.9) to 138.5 (SD 33.6), p5.02. Conclusion.A longitudinal training program in EBM in a pharmacy residency demonstrated improvement in core evidence-based practice abilities as measured by the Fresno Test.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Evaluation of an Evidence-Based Medicine Curriculum in a PGY1 Pharmacy Residency Program Using the Fresno Test

Cooper

Turner

Patel

et al. 2018

American Journal of Pharmaceutical Education

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“…11 Further, the Fresno test has been used for pharmacy students but never validated. 20 However, conducting this research has revealed several drawbacks of the original instrument. To be considered "excellent," responses must be several statements long.…”

Section: Discussionmentioning

confidence: 99%

“…Further, we used a sample of convenience rather than determining a target sample size to achieve statistically significant results. Based on our literature search conducted in March 2017, Gardner and colleagues 20 are the only researchers to publish on use of the Fresno to measure skill in EBM in pharmacy students. To assess their elective course, the authors used seven of the original 12 Fresno test questions.…”

Section: Discussionmentioning

confidence: 99%

Adaptation and Validation of the Fresno Test of Competence in Evidence-Based Medicine in Doctor of Pharmacy Students

Coppenrath

Filosa

Akselrod

et al. 2017

American Journal of Pharmaceutical Education

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Objective. To adapt and validate an instrument assessing competence in evidence-based medicine (EBM) in Doctor of Pharmacy students. Methods. The Fresno test was validated in medical residents. We adapted it for use in pharmacy students. A total of 120 students and faculty comprised the validation set. Internal reliability, item difficulty, and item discrimination were assessed. Construct validity was assessed by comparing mean total scores of students to faculty, and comparing proportions of students and faculty who passed each item. Results. Cronbach's alpha was acceptable, and no items had a low item-total correlation. All of the point-biserial correlations were acceptable. Item difficulty ranged from 0% to 60%. Faculty had higher total scores and also scored higher than students on most items, and 8 of 11 of these differences were statistically significant. Conclusion. The Pharm Fresno is a reliable and valid instrument to assess competence in EBM in pharmacy students. Future research will focus on further refining the instrument.

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“…For example, medical students usually overrate their knowledge and skills about searching and evaluating the medical literature. Therefore, objective assessment of EBM is important …”

Section: Introductionmentioning

confidence: 99%

Determining effectiveness of EBM education in otolaryngology residents using modified fresno test

Bastaninejad

Soltani²,

Dabiran

et al. 2019

The Laryngoscope

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Objective To determine the effectiveness of education in evidence‐based medicine (EBM) on the knowledge, competency, and skills of otolaryngology residents of Tehran University of Medical Sciences (TUMS) at Amir‐Alam and Imam Khomeini Hospitals. Methods In a quasi‐experimental (before‐and‐after) study, all ear, nose, and throat residents of TUMS (n = 41) entered the study. The residents underwent the modified Fresno test. Then, two EBM workshops with a similar content were held on 2 separate days in each hospital, with each session lasting 6 hours. The learned material was practiced in weekly journal clubs. Six months after the workshop, the modified Fresno test was applied again, and the results were analyzed. Results A significant improvement in the modified Fresno test score was observed. The mean score of the modified Fresno test was 57.43 ± 22.07 before the workshop and 79.26 ± 22.48 after the workshop (P < 0.001). Conclusion The results of the study show that EBM education and practice of the learned materials in journal clubs can improve the knowledge and skills of residents. Further research with larger samples is needed to improve the precision of our findings and to increase confidence in the results. Level of Evidence 2 Laryngoscope, 129:2291–2294, 2019

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Assessing the Effectiveness of an Evidence-based Practice Pharmacology Course Using the Fresno Test

Cited by 6 publications

References 13 publications

Evaluation of an Evidence-Based Medicine Curriculum in a PGY1 Pharmacy Residency Program Using the Fresno Test

Evaluation of an Evidence-Based Medicine Curriculum in a PGY1 Pharmacy Residency Program Using the Fresno Test

Adaptation and Validation of the Fresno Test of Competence in Evidence-Based Medicine in Doctor of Pharmacy Students

Determining effectiveness of EBM education in otolaryngology residents using modified fresno test

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