Comparison of directed and self-directed learning in evidence-based medicine: a randomised controlled trial

Bradley, Peter; Oterholt, Christina; Herrin, Jeph; Nordheim, Lena; Bjørndal, Arild

doi:10.1111/j.1365-2929.2005.02268.x

Cited by 73 publications

(150 citation statements)

References 14 publications

(30 reference statements)

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“…[33][34][35][36][37] However, knowledge is still lacking to assess the effectiveness of e-learning CME. 34 In that regard, this study adds to the developing body of knowledge on learners' experiences with respect to e-learning in the medical sphere by exploring qualitatively the perceptions of different types of e-learners (adopters, partial adopters and non-adopters).…”

Section: Strengths and Limitations Of The Study Resultsmentioning

confidence: 99%

“…31,32 Indeed, this program addresses the development of individual skills in critical appraisal and EBM and opts for a self-tutorial method of instruction. A recent study 33 found no significant differences between two forms of EBM teaching: one consisting of directed workshops and the other consisting of a selfdirected computer-assisted program. However, selfdirected learning might not suit everyone.…”

Section: Discussionmentioning

confidence: 99%

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Perceived barriers to completing an e-learning program on evidence-based medicine

Mp¹,

Légaré²,

Labrecque³

et al. 2007

Journal of Innovation in Health Informatics

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Purpose The Continuing Professional Development Center of the Faculty of Medicine at Laval University offers an internet-based program on evidence-based medicine (EBM). After one year, only three physicians out of the 40 who willingly paid to register had completed the entire program. This descriptive study aimed to identify physicians' beliefs regarding their completion of this online program. Methods Using theoretical concepts from the Theory of Planned Behaviour, a semi-structured telephone interview guide was developed to assess respondents' attitudes, perceived subjective norms, perceived obstacles and facilitating conditions with respect to completing this internet-based program. Three independent reviewers performed content analysis of the interview transcripts to obtain an appropriate level of reliability. Findings were shared and organised according to theoretical categories of beliefs.Results A total of 35 physicians (88% response rate) were interviewed. Despite perceived advantages to completing the internet-based program, barriers remained, especially those related to physicians' perceptions of time constraints. Lack of personal discipline and unfamiliarity with computers were also perceived as important barriers. Conclusions This study offers a theoretical basis to understand physicians' beliefs towards completing an internet-based continuing medical education (CME) program on EBM. Based upon respondents' insights, several modifications were carried out to enhance the uptake of the program by physicians and, therefore, its implementation.

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Section: Strengths and Limitations Of The Study Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Perceived barriers to completing an e-learning program on evidence-based medicine

Mp¹,

Légaré²,

Labrecque³

et al. 2007

Journal of Innovation in Health Informatics

View full text Add to dashboard Cite

show abstract

“…2 Many different strategies have been used for teaching EBDM including lectures, discussion groups, journal clubs, and responding to questions generated during clinical practice experiences. [3][4][5][6][7][8][9] Different outcome measures (knowledge, attitudes and skills) have been used to assess EBDM competence. 10 Some of these measures include: self-report of skills, 11 use of tools to evaluate critical appraisal skills, 4,5 use of validated tools (eg, Fresno and Berlin assessment tool) to assess EBDM skills and knowledge, 5,6 and structured evaluation of answers to actual practice-based clinical questions.…”

Section: Introductionmentioning

confidence: 99%

“…[3][4][5][6][7][8][9] Different outcome measures (knowledge, attitudes and skills) have been used to assess EBDM competence. 10 Some of these measures include: self-report of skills, 11 use of tools to evaluate critical appraisal skills, 4,5 use of validated tools (eg, Fresno and Berlin assessment tool) to assess EBDM skills and knowledge, 5,6 and structured evaluation of answers to actual practice-based clinical questions. [5][6][7][8][9] The University of Wisconsin-Madison School of Pharmacy teaches a semester-long course in drug literature evaluation that focuses on reading and critical appraisal of primary research literature.…”

Section: Introductionmentioning

confidence: 99%

Longitudinal Teaching of Evidence-Based Decision Making

Martin

Kraus

Kim

2012

American Journal of Pharmaceutical Education

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Objective. To determine whether longitudinal design and delivery of evidence-based decision making (EBDM) content was effective in increasing students' knowledge, skills, and confidence as they progressed through a doctor of pharmacy (PharmD) curriculum. Design. Three student cohorts were followed from 2005 to 2009 (n5367), as they learned about EBDM through lectures, actively researching case-based questions, and researching and writing answers to therapy-based questions generated in practice settings. Assessment. Longitudinal evaluations included repeated multiple-choice examinations, confidence surveys, and written answers to practice-based questions (clinical inquiries). Students' knowledge and perception of EBDM principles increased over each of the 3 years. Students' self-efficacy (10-items, p,0.0001) and perceived skills (7-items, p,0.0001) in applying EBDM skills to answer practice-based questions also increased. Graded clinical inquiries verified that students performed satisfactorily in the final 2 years of the program. Conclusions. This study demonstrated a successful integration of EBDM throughout the curriculum. EBDM can effectively be taught by repetition, use of real examples, and provision of feedback.

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“…1,9,10,12 Various interventions aimed at improving information management knowledge and skills have been implemented, [13][14][15][16][17][18] with most reporting positive findings. In each case, learning was assumed to have occurred.…”

mentioning

confidence: 99%

Improving information management in primary care: the proof is in the pudding

Reed

Schifferdecker²,

Homa³

2008

Journal of Innovation in Health Informatics

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BackgroundIn 2002, Haux and his colleagues 2 described a vision of health care in 2013 in which health information systems would be crucial for documentation, communication, medical knowledge, decision support, research and reporting. Well before 2013, information and communication technologies have become important in ABSTRACT Generalists in both the USA and UK have been at the forefront of improving information management skills, defined here as the abilities required to locate and utilise synthesised information for patient care that is accessible, current, relevant and valid.

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Comparison of directed and self-directed learning in evidence-based medicine: a randomised controlled trial

Abstract: This trial and its accompanying qualitative evaluation suggest that self-directed, computer-assisted learning may be an alternative format for teaching EBM. However, further research is needed to confirm this and investigate alternative educational models.

Cited by 73 publications

References 14 publications

Perceived barriers to completing an e-learning program on evidence-based medicine

Perceived barriers to completing an e-learning program on evidence-based medicine

Longitudinal Teaching of Evidence-Based Decision Making

Improving information management in primary care: the proof is in the pudding

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