Direct short-term effects of EBP teaching: change in knowledge, not in attitude; a cross-cultural comparison among students from European and Asian medical schools

Widyahening, Indah Suci; Heijden, Geert J. M. G. van der; Moy, Foong Ming; Graaf, Yolanda van der; Sastroasmoro, Sudigdo; Bulgiba, Awang

doi:10.3402/meo.v17i0.19623

Cited by 7 publications

(5 citation statements)

References 18 publications

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“…The content and structure of the CE-EBM module at FMUI has been described elsewhere 17 , 18 . Adapted from the University Medical Center Utrecht, the module is completed over four weeks.…”

Section: Methodsmentioning

confidence: 99%

“…Attitudes were measured using part of the Knowledge Attitudes and Behaviors questionnaire developed by Johnston and colleagues, 25 which had previously been used to assess the first implementation of the CE-EBM module in FMUI and had been validated accordingly, with a Cronbach’s α value of 0.76 18 . Students were asked to score each item on a 6-point Likert scale (from strongly agree to strongly disagree).…”

Section: Methodsmentioning

confidence: 99%

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Evaluation of the role of near-peer teaching in critical appraisal skills learning: a randomized crossover trial

et al. 2019

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Objectives The study sought to evaluate near-peer tutors’ teaching of critical appraisal skills to medical students as an aspect of Evidence-based Medicine. Methods In a randomized crossover trial, 241 students completing a Clinical Epidemiology and Evidence-based Medicine (CE-EBM) module in the Faculty of Medicine Universitas Indonesia (FMUI) were randomly assigned to intervention or control groups. During tutorial sessions, intervention group participants were assigned to near-peer tutors, who were newly graduated doctors, and those in the control groups were assigned to staff tutors. After two tutorial sessions, intervention and control groups exchanged tutors for the next two sessions. Outcomes were measured using written knowledge and skills multiple choice questions (MCQ) test, the Evidence-based Practice Confidence Scale (EPIC) and a student attitude questionnaire, along with student evaluation of tutors to evaluate the process. Results On completion of the module, the written test scores of intervention group students were similar to those of the control group (t (239) = 1.553, p=0.122), as well as overall Evidence-based Practice Confidence Scale scores (F (2/170) = 0.179, p = 0.673) and attitude scores (t (219) =-0.676, p = 0.085). In the tutor evaluations, the students rated their near-peer tutored sessions as better than those tutored by staff in most respects. Conclusions Near-peer tutors were as effective as and more readily accepted than staff tutors in teaching critical appraisal skills. These findings support the broader implementation of peer-teaching in other areas of medical education.

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“…The content and structure of the CE-EBM module at FMUI has been described elsewhere 17 , 18 . Adapted from the University Medical Center Utrecht, the module is completed over four weeks.…”

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Evaluation of the role of near-peer teaching in critical appraisal skills learning: a randomized crossover trial

et al. 2019

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“…Only one study [46] measured outcomes of EBP use and EBP future use, using a validated tool developed by Johnston et al [57]. The tool relies on student self-report but has high reliability and validity measures and has been tested in other studies of undergraduate students EBP [59–61]. A small but significant difference between intervention and control groups was reported for EBP use (mean difference = 0.26, p = 0.015), however no significant difference between groups was reported for EBP future use (mean diff =0.13, p = 0.255).…”

Section: Resultsmentioning

confidence: 99%

Theory-based strategies for teaching evidence-based practice to undergraduate health students: a systematic review

et al. 2019

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Background Undergraduate students across health professions are required to be capable users of evidence in their clinical practice after graduation. Gaining the essential knowledge and clinical behaviors for evidence-based practice can be enhanced by theory-based strategies. Limited evidence exists on the effect of underpinning undergraduate EBP curricula with a theoretical framework to support EBP competence. A systematic review was conducted to determine the effectiveness of EBP teaching strategies for undergraduate students, with specific focus on efficacy of theory-based strategies. Methods This review critically appraised and synthesized evidence on the effectiveness of EBP theory-based teaching strategies specifically for undergraduate health students on long or short-term change in multiple outcomes, including but not limited to, EBP knowledge and attitudes. PubMed, CINAHL, Scopus, ProQuest Health, ERIC, The Campbell Collaboration, PsycINFO were searched for published studies and The New York Academy of Medicine, ProQuest Dissertations and Mednar were searched for unpublished studies. Two independent reviewers assessed studies using the Joanna Briggs Institute Meta-Analysis of Statistics Assessment and Review Instrument. Results Twenty-eight studies reporting EBP teaching strategies were initially selected for review with methodological quality ranging from low to high. Studies varied in course duration, timing of delivery, population and course content. Only five included papers reported alignment with, and detail of, one or more theoretical frameworks. Theories reported included Social Cognitive Theory (one study), Roger’s Diffusion of Innovation Theory (two studies) and Cognitive Apprenticeship Theory (one study). Cognitive Flexibility Theory and Cognitive Load Theory were discussed in two separate papers by the same authors. All but one study measured EBP knowledge. Mixed results were reported on EBP knowledge, attitudes and skills across the five studies. Conclusions EBP programs for undergraduate health students require consideration of multiple domains, including clinical behaviors, attitudes and cognitive learning processes; Interventions grounded in theory were found to have a small but positive effect on EBP attitudes. The most effective theory for developing and supporting EBP capability is not able to be determined by this review therefore additional rigorous research is required. Electronic supplementary material The online version of this article (10.1186/s12909-019-1698-4) contains supplementary material, which is available to authorized users.

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“…Reporting strategies of the educational interventions differed substantially. Some studies report precisely, describe the educational intervention and present evaluation data including pre-and postmeasures of student knowledge and student attitude (32,34,38,41). Others characterize the intervention briefly and present post-course evaluation data of student satisfaction (35,(48)(49)(50) or report on the educational intervention without any kind of evaluation (25,28,51).…”

Section: Limitationsmentioning

confidence: 99%

“…knowledge, measures of scientific competence based on tested instruments and randomized trials testing different standards of educational interventions (see for example31,32). Results were quite heterogeneous: some studies showed improvement in student competencies regarding basic principles of science (see for example29,30,33,34), some were able to identify higher competencies…”

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confidence: 99%

Teaching scientific principles in undergraduate medical education – a scoping review on international examples

Vonneilich¹,

Kurth²

2020

Preprint

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Background The constant growth of medical scientific knowledge, stronger calls for evidence based medicine and changing roles of physicians are examples for the relevance of teaching scientific principles in undergraduate medical education. The acquisition of scientific skills is comparably weak in undergraduate medical education. This scoping review addresses the following questions: Which examples on teaching scientific principles in undergraduate medical education can be identified in international literature? What is known regarding their educational success and how can they be integrated into undergraduate medical curricula? Methods A systematic scoping review search was conducted in PubMed. Criteria for eligibility were English or German language, publication in a peer-reviewed journal, publication date after 1 st of January 2000 and the publications had to report educational interventions in undergraduate medical education on one of the following basic scientific principles: searching literature, formulating scientific questions, reading and critical appraisal of literature, writing, presentation and understanding of the research process. After full-text screening, 29 studies were included in the analysis. Results Educational interventions focused on literature search (N=14), critical appraisal of scientific publications (N=13) and the formulation of scientific questions (N=13). Evaluation data were included in 16 publications. Outcomes included measures of student satisfaction, student knowledge and scientific competence based on tested instruments. Results were quite heterogeneous regarding the success of educational interventions. Conclusions Publications in this field of medical education vary considerably regarding reporting of results and inclusion of evaluation data, making a comprehensive analysis of the educational interventions a difficult task. Nevertheless, some ideas for the implementation of scientific principles in undergraduate medical education can be named. Student knowledge of and student attitude towards scientific principles in medical education can be fostered by integrating different didactic approaches, by including self-study time and by integrating these principles vertically in undergraduate medical curricula along with clinical aspects.

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Direct short-term effects of EBP teaching: change in knowledge, not in attitude; a cross-cultural comparison among students from European and Asian medical schools

Cited by 7 publications

References 18 publications

Evaluation of the role of near-peer teaching in critical appraisal skills learning: a randomized crossover trial

Evaluation of the role of near-peer teaching in critical appraisal skills learning: a randomized crossover trial

Theory-based strategies for teaching evidence-based practice to undergraduate health students: a systematic review

Teaching scientific principles in undergraduate medical education – a scoping review on international examples

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