Challenges to Learning Evidence-Based Medicine and Educational Approaches to Meet These Challenges

Maggio, Lauren A.; Cate, Olle ten; Chen, H. Carrie; Irby, David M.; O’Brien, Bridget

doi:10.1097/acm.0000000000000814

Cited by 41 publications

(40 citation statements)

References 27 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…2,40 ± 0,66 2,26 ± 0,64 content, 2) incorporating clinical content into EbM training, 3) EbM faculty development, 4) EbM whole-task exercises, and 5) longitudinal integration of EbM [26]. Based on these considerations, especial care was taken in the present study to integrate EbD content into the course of conservative dentistry particularly in the case of diagnosis and treatment of toothache.…”

Section: Discussionmentioning

confidence: 99%

Dental training in evidence-based dentistry: A replication study

Gerhardt-¹

2017

J Dent Probl Solut

View full text Add to dashboard Cite

Background: In the area of education research, it is well-known that studies of a defi ned question are seldom replicated. Furthermore, e-learning resources with evidence-based content in dentistry have received relatively little attention from researchers. The Context and Purpose of the Study:The aim of this clinical study was to evaluate how dentistry students from two consecutive cohorts in their fi rst clinical semester rate a long-standing evidencebased dentistry (EbD) resource in an e-learning environment using a questionnaire of 43 specifi c items on 1) general questions regarding user-friendliness and acceptability, as well as 2) specifi c questions on content and functional range (A), handling and technical aspects (B), and didactics and educational value (C) based on a Likert scale from 0 = 'strongly disagree' to 3 = 'strongly agree', and how this compares to a primary study in which the resource was addressed as a novelty. The data were analyzed statistically using a one-way ANOVA followed by a Kruskal-Wallis multiple-comparison Z-test.Results: A response rate of 100% was achieved. The majority of the users thought the topic of EbD to be important. The e-learning resource was rated with a score of 2.40 ± 0.66 (on a Likert scale from 1-6 where 1 = "very good" and 6 = "insuffi cient"). 86.15% of the students stated that they consider the resource benefi cial for their study in clinical simulation and in patient treatment courses. The results averaged for A: 1.92 (±0.57; median: 1.928), B: 1.48 (±0.60), and C: 2.27 (±0.67). The obtained results in the replication study showed no statistical signifi cant differences to the primary study. Conclusions:The e-learning resource with dentistry vignettes cases and learning components on evidence-based principles was consistently rated positively by the students. Owing to their agreement with the data of the primary study, the results of the present study point to the remarkable validity of the method of evaluation. This should be addressed in future studies with larger cohorts.

show abstract

Section: Discussionmentioning

confidence: 99%

Dental training in evidence-based dentistry: A replication study

Gerhardt-¹

2017

J Dent Probl Solut

View full text Add to dashboard Cite

show abstract

“…Blanco, Capello, and Dorsch (2014) and Maggio et al (2016) have also reported on librarians' roles in EBM design, implementation, and assessment. The strength of this study is that it identifies librarians' perceptions of their own training needs.…”

Section: Commentarymentioning

confidence: 99%

“…In the parent study, faculty identified barriers to EBM learning for students (Maggio et al, 2016). In order for librarians to position themselves on a par with other faculty members and contribute to EBM curricula in a valuable way, they should be educated to a level that allows them to effectively perform in this role.…”

Section: Commentarymentioning

confidence: 99%

“…This study is presented as a starting point for exploring barriers to education and training requirements for librarians involved in EBM curricula. It was conducted within a larger qualitative study which aimed to capture barriers, as perceived by faculty, to EBM learning for medical students (Maggio et al, 2016). The authors pre-selected Dorsch and Perry's framework (Dorsch & Perry, 2012) to analyse the role of health sciences librarians in providing EBM instruction.…”

Section: Commentarymentioning

confidence: 99%

See 1 more Smart Citation

Medical School Librarians Need More Training to Support their Involvement in Evidence Based Medicine Curricula

Conway

2016

EBLIP

View full text Add to dashboard Cite

Objective – To describe the self-perceived role of librarians in developing evidence based medicine (EBM) curricula and identify their current and desired level of training to support these activities. Design – Multi-institutional qualitative study. Setting – Nine medical schools in Canada and the United States of America. Subjects – Nine librarians identified by medical school faculty as central to the provision of EBM training for medical students at their institution. Methods – The researchers designed a semi-structured interview schedule based on a review of the literature and their own experiences as librarians teaching EBM. The topics covered were; librarians’ perceptions of their roles in relation to the curriculum, the training required to enable them to undertake these roles, and their professional development needs. The interviews were conducted by telephone and then audio-recorded and transcribed verbatim. The authors present five main themes; curricular design, curricular deployment, curricular assessment, educational training, and professional development. Profiles were developed for each participant based on the latter two themes and from this information common characteristics were identified. Main Results – The participants described the importance of collaboration with faculty and student bodies when designing a curriculum. Information literacy instruction and specifically literature searching and forming a research question were taught by all of the participants to facilitate curricular deployment. Some of the librarians were involved or partly involved in curricular assessment activities such as formulating exam questions or providing feedback on assignments. Educational training of participants varied from informal observation to formal workshops offered by higher education institutions. All librarians indicated a willingness to partake in professional development focused on teaching and EBM. The subjects’ perceptions of their roles are supported by Dorsch and Perry’s themes of the librarian’s role in curricular design, deployment, and assessment. The educational training received by participants included formal training and experiential and self-directed learning activities. Finally, the librarians identified their professional development needs going forward. The majority of participants indicated that they would like to attend workshops run by universities or the Medical Library Association. Others wanted to invite and host guest speakers at their own institutions. Librarians identified financial restraints and geographic location as barriers to attending professional development events. Conclusion – Librarians can be actively involved in the delivery of EBM instruction in medical schools. However, they require additional educational opportunities to enable them to develop in this role. Online training could be a viable option for self-directed learning to overcome financial and geographic constraints.

show abstract

“…16 It is possible that American students may not be willing to admit uncertainty. 45 While capitalizing and building on strengths is helpful, in order to continue learning essential EBM skills, accurate selfassessment capabilities are critical. In contrast, Japanese students may focus excessively on uncertainty, which may prevent them from building confidence.…”

Section: -24mentioning

confidence: 99%

Cross-cultural Comparison of Pharmacy Students’ Attitudes, Knowledge, Practice, and Barriers Regarding Evidence-based Medicine

Ozaki

Nakagawa

Jackevicius

2019

American Journal of Pharmaceutical Education

View full text Add to dashboard Cite

Objective. Evidence-based medicine (EBM) instruction has had varying penetration in different regions of the world, and the impact of cultural influences on students' EBM attitudes, knowledge and behavior is poorly understood. Therefore, we explored this among pharmacy students in the United States (US) and Japan. Methods.A cross-sectional study was conducted using a self-administered survey. Senior students in one pharmacy school in the US and two pharmacy schools in Japan were invited to participate in a 33-question survey.Results. Students had positive attitudes and reported understanding of EBM concepts in both countries. American students reported a higher self-evaluation of their current EBM practice, EBM skills, and access to EBM resources compared with Japanese students. The most common barriers for American students were lack of time (84.5%), statistical knowledge (63.9%), and critical appraisal skills (53.1%), and for Japanese students lack of training (92.6%), clinical knowledge (90.4%), and opportunity (88.8%). PAP Manuscript A J P EA c c e p t e d D r a f t Conclusions. EBM was recognized as an important skillset for the pharmacy profession by students in both countries, while barriers and confidence levels differed. Culturally-specific approaches are needed for improving EBM use.

show abstract

Challenges to Learning Evidence-Based Medicine and Educational Approaches to Meet These Challenges

Abstract: The identification of these four learner-centered EBM challenges expands on the literature on challenges in teaching and practicing EBM, and the identification of these five educational approaches provides medical educators with potential strategies to inform the design of EBM curricula.

Cited by 41 publications

References 27 publications

Dental training in evidence-based dentistry: A replication study

Dental training in evidence-based dentistry: A replication study

Medical School Librarians Need More Training to Support their Involvement in Evidence Based Medicine Curricula

Cross-cultural Comparison of Pharmacy Students’ Attitudes, Knowledge, Practice, and Barriers Regarding Evidence-based Medicine

Contact Info

Product

Resources

About