Effect of continuous education for evidence‐based medicine practice on knowledge, attitudes and skills of medical students

Liabsuetrakul, Tippawan; Sirirak, Thanitha; Boonyapipat, Sathana; Pornsawat, Panumad

doi:10.1111/j.1365-2753.2012.01828.x

Cited by 18 publications

(32 citation statements)

References 24 publications

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“…This result might indicate that the EBM course had achieved its goals at least in some aspects. Earlier studies also reported the impact of the EBM program on students’ knowledge (8–10, 14), skills (6, 9–14), and attitudes toward learning and applying EBM (10, 11, 13, 14). As with the medical students participating in our study, researchers have also approved that implementing EBM programs during the clinical clerkships may support students in practicing these skills (6, 16).…”

Section: Discussionmentioning

confidence: 93%

“…In response to this recommendation, the teaching of EBM has become widespread in medical education at the undergraduate and graduate levels (6) with a variety of methods and content (7). Studies have aimed to evaluate the impact of EBM programs on the students’ knowledge level (8–11), performance in searching skills (12, 13), EBM skills (6, 9–11, 13, 14), attitudes toward learning and applying EBM (10, 11, 13, 14), and self-efficacy in using EBM (15). …”

mentioning

confidence: 99%

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Development and evaluation of the evidence-based medicine program in surgery: a spiral approach

Elçin

Turan

Odabaşı

et al. 2014

Medical Education Online

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BackgroundEvidence-based medicine (EBM) aims to provide skills that help physicians answer clinically important questions, determine new evidence, and incorporate the acquired knowledge in practice. EBM skills are necessary for the practice of modern medicine, since physicians should use up-to-date knowledge and information to justify their medical decisions.PurposeWe aimed to evaluate the EBM program implemented at Hacettepe University School of Medicine.MethodsIn 2004, a spiral program for the teaching and practice of EBM was developed for the first 3 years of medical school. Following this program, a practice of EBM was included in the fourth year during the surgery clerkship, after an introductory lecture. The students worked within collaborative teams of 3–5 and practiced EBM with actual cases seen in the surgical service in which they were involved. Each student was asked to complete a questionnaire that evaluated the more theoretical program from the first 3 years and the practical application in the fourth year.ResultsNearly half of the students stated that the preclinical years of the EBM program were ‘adequate’, but only 30% of the students indicated that the program was practical. They stated that ‘more practical approaches were used in the fourth year, whereas more theory-based approaches were used during the preclinical years’. More than 75% of the students declared that the practice of EBM in the fourth year was useful and appropriate for team-based learning.ConclusionsThe EBM program was evaluated as ‘adequate’. EBM courses should be included in the entire curriculum in an integrated manner. The students understand the main philosophy of EBM in the clinical year when involved in its practical application with actual patients.

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Section: Discussionmentioning

confidence: 93%

mentioning

confidence: 99%

Development and evaluation of the evidence-based medicine program in surgery: a spiral approach

Elçin

Turan

Odabaşı

et al. 2014

Medical Education Online

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“…EBM integration has been shown to improve students' attitudes toward EBM, 18 increase students' satisfaction with EBM training, 19 and raise students' level of EBM knowledge, 20 suggesting that this is a warranted approach for teaching EBM. Additionally, the integration of EBM into other courses and content may help decompress the curricular time needed to teach EBM, which has been identified as a barrier to teaching EBM.…”

Section: Discussionmentioning

confidence: 98%

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

et al. 2016

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“…Wanvarie et al similarly integrating EBM longitudinally throughout the medical curriculum with students showing they were capable of completing the five steps by reporting high grades on EBM individual assignments and self evaluation [10]. Liabsuetrakul et al illustrated that the integration of EBM using small group discussion with case scenarios and problem-based learning enhanced their knowledge and skills of EBM in medical students [11].…”

Section: Teaching Evidence Based Medicinementioning

confidence: 99%

Teaching Evidence Based Medicine in Surgical Education; the Challenges and Techniques in Training

Griffin¹,

Jordan²,

Gawad³

2016

MEDJ

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Evidence Based Medicine integrates clinical expertise, best available clinical evidence, as well as patient's values and preferences to manage the care of patients. Surgeons have traditionally performed surgery according to their mentor teachings, these techniques being passed down through several generations. Current surgeon culture must evolve to integrate EBM into their clinical practice. The knowledge and skills required for searching and appraising critical literature needs to be taught to enable surgeons to implement it effectively. Evidence based surgery (EBS) will encourage surgeons to apply the best up-to-date knowledge to find the most effective surgical management plan for their patients. Several methods of teaching EBS to surgical trainees have shown to be effective including workshops, small group discussions, lecture style teaching and courses involving a combination of techniques. Journal clubs have gained in popularity and provided excellent teaching environments for surgeons to learn critical appraisal. Recently EBM has been introduced into the undergraduate programme to provide young medical practitioners with a strong foundation in EBM competency, and a positive attitude towards applying EBM to clinical practice. In this review, we aim to provide an overview of the principles of EBM and the success and challenges of teaching methods to deliver EBM for the surgical field.

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Effect of continuous education for evidence‐based medicine practice on knowledge, attitudes and skills of medical students

Abstract: Continuous EBM education through small-group discussion and learner-centred, problem-based self-practice can be a useful way to improve a medical student's knowledge, attitudes and skills.

Cited by 18 publications

References 24 publications

Development and evaluation of the evidence-based medicine program in surgery: a spiral approach

Development and evaluation of the evidence-based medicine program in surgery: a spiral approach

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

Teaching Evidence Based Medicine in Surgical Education; the Challenges and Techniques in Training

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