Effectiveness of national evidence-based medicine competition in Taiwan

Weng, Yi Ming; Kuo, Ken N.; Yang, Chun Yuh; Liao, Hsun Hsiang; Chen, Chiehfeng; Lo, Heng Lien; Lee, Wui-Chiang; Chiu, Ya Wen

doi:10.1186/1472-6920-13-66

Cited by 16 publications

(16 citation statements)

References 36 publications

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“…Our findings suggest that a competitive yet controlled simulation environment is a positive learning experience. This is consistent with previous studies, which highlight how the competitive nature of such events provides opportunities for participants to mature in the psychomotor and affective domains of adult learning [ 17 , 19 , 37 ]. Even the competition-induced stress plays as positive role, as stressful situations improve knowledge retention and, up to a certain level, performance [ 38 , 39 ].…”

Section: Discussionsupporting

confidence: 92%

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A novel simulation competition format as an effective instructional tool in post-graduate medical education

2018

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ObjectiveMedical simulation competitions are a growing reality. This study aims at exploring if a novel format of simulation competition (SIMCUP) can be an effective educational format in post-graduate education.DesignWe designed a 2-day event that included scientific educational lectures, an orientation to the competition, familiarization with the simulation lab, and competition time. Day 1 was devoted to preliminary rounds and was structured using an Objective Structured Clinical Examination (OSCE)-like system. On day 2, the first four teams advanced to semi-finals and then to finals, which were held using a classical SimWars style.Setting and subjectsA total of 14 four-participant teams participated in the event over two editions (Ed.1 in 2015 and Ed.2 in 2016).InterventionsExternal referees evaluated both technical and non-technical skills for each simulated scenario. Each participant was also administered pre- and post-test questionnaires covering self-perception about the confidence in managing simulated clinical cases, educational effectiveness, satisfaction with the simulation experience, and previous simulation training.Main resultsOverall participants found SIMCUP a useful learning experience, rating it 10 [9, 10] and 10 [7.75–10] out of 10 for Ed.1 and Ed.2, respectively. Participants reported, using a 10-point semantic differential scale ranging from “1 - strongly disagree.” to “10 - strongly agree,” finding both days to be educationally effective: day 1 was rated 9 [7–10] and 9 [8–10] as day 2 was rated 8 [7–10] and 8 [7–10] for Ed. 1 and Ed. 2, respectively.Participants’ self-perception regarding the confidence of managing the specific scenarios significantly improved immediately after the event as measured by pre- and post-questionnaires for all stations and during both editions.ConclusionThis study suggests that simulation competition can serve as an effective instructional format in residency training.Electronic supplementary materialThe online version of this article (10.1186/s41077-018-0075-4) contains supplementary material, which is available to authorized users.

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Section: Discussionsupporting

confidence: 92%

“…Inherent reward and enjoyment can foster motivation. The effectiveness of competition in medical education has been well supported in the literature [ 17 – 19 ]. It has also been documented that competition can boost residents’ engagement in simulation training [ 20 ].…”

Section: Introductionmentioning

confidence: 99%

A novel simulation competition format as an effective instructional tool in post-graduate medical education

2018

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“…Regarding the origin of each study, only one study was conducted in Europe (Spain)10, and 19 in countries outside Europe including the USA,11–23 Taiwan,24 Canada,25 Peru,26 Iran,27 Pakistan,28 and Israel 29. Twelve studies have been published since 2011 10,11,14,15,18,20–26.…”

Section: Resultsmentioning

confidence: 99%

“…Participants were found to improve their skills on locating evidence-based resources (3.0 vs 4.7, P <0.001), narrowing search findings (3.0 vs 4.6, P <0.001), and determining strategies to collect primary data (3.17 vs 4.63, P <0.001). Weng et al organized an EBM contest and used PICO (problem/population, intervention, comparison and outcome) tool to determine participants’ skills in formulating an answerable question, performing a literature search, critically appraising the evidence, and implementing into clinical practice teams 24. A significant increase was observed in the EBP knowledge and skills of the participants ( P <0.001).…”

Section: Resultsmentioning

confidence: 99%

Approaches to teach evidence-based practice among health professionals: an overview of the existing evidence

Patelarou¹,

Kyriakoulis²,

Stamou³

et al. 2017

AMEP

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Health care professionals’ adoption of evidence-based practice (EBP) remains limited, although most health care professionals are familiar with EBP and believe in its value. This systematic review aimed to bring together the best methods used to teach EBP to health professionals. The authors conducted a systematic search for the period 2005–2015 (an update of the search took place in October 2016) using PubMed interface (Medline). MeSH terms as well as free-text keywords were used. Studies were analyzed and evaluated by title and abstract. Those studies which fulfilled the inclusion criteria were assessed by full text. References of articles were also taken into consideration for identifying relevant studies not found through algorithm search. Twenty articles were found to be relevant. The majority of the studies were conducted among nurses (n=7) and physicians (n=6), and only a few among professionals from mixed disciplines (n=5). Two studies were conducted among chiropractors (n=1) and faculty members from a naturopathic and classical Chinese medicine institution (n=1). Researchers used a variety of different approaches, which varied with respect to duration and organization. We divided interventions into two categories. Single interventions included either a workshop, or a journal club, or a conference, or a lecture, or online learning tools, whereas multiple interventions included a combination of these approaches. An increase in EBP competencies and attitudes was reported in nine studies. Teaching methods for optimizing EBP among health professionals could become a robust standardized procedure of the medical educational curricula and lifelong learning of health care professionals.

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“…It integrates clinical epidemiology, biostatistics, research methods and informatics into health care. EBP implementation mainly involves four steps (Weng, Kuo, Yang, Liao, et al, 2013 ): first, framing a clear question based on a clinical problem; second, verifying relevant evidence from the literature; third, critically appraising the validity of contemporary research; and fourth, applying the findings to clinical decision-making. Melnyk and Fineout-Overholt ( 2014 ) use a 7-step EBP process, including: Step 0: Cultivate a spirit of inquiry along with an EBP culture; Step 2: Ask the PICO(T) question; Step 3: Critically appraise the evidence; Step 4: Integrate the evidence with clinical expertise and patient preferences to make the best clinical decision; Step 5: Evaluate the outcome(s) of the EBP practice change; Step 6: Disseminate the outcome(s).…”

Section: Introductionmentioning

confidence: 99%

Implementation of Evidence‐Based Practice in Relation to a Clinical Nursing Ladder System: A National Survey in Taiwan

Weng

Chen

Kuo

et al. 2015

Worldviews Ev Based Nurs

Self Cite

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BackgroundAlthough evidence-based practice (EBP) has been widely investigated, few studies have investigated its correlation with a clinical nursing ladder system. The current national study evaluates whether EBP implementation has been incorporated into the clinical ladder system.MethodsA cross-sectional questionnaire survey was conducted nationwide of registered nurses among regional hospitals of Taiwan in January to April 2011. Subjects were categorized into beginning nurses (N1 and N2) and advanced nurses (N3 and N4) by the clinical ladder system. Multivariate logistic regression model was used to adjust for possible confounding demographic factors.ResultsValid postal questionnaires were collected from 4,206 nurses, including 2,028 N1, 1,595 N2, 412 N3, and 171 N4 nurses. Advanced nurses were more aware of EBP than beginning nurses (p < 0.001; 90.7% vs. 78.0%). In addition, advanced nurses were more likely to hold positive beliefs about and attitudes toward EBP (p < 0.001) and possessed more sufficient knowledge of and skills in EBP (p < 0.001). Furthermore, they more often implemented EBP principles (p < 0.001) and accessed online evidence-based retrieval databases (p < 0.001). The most common motivation for using online databases was self-learning for advanced nurses and positional promotion for beginning nurses. Multivariate logistic regression analyses showed advanced nurses were more aware of EBP, had higher knowledge and skills of EBP, and more often implemented EBP than beginning nurses.Linking Evidence to ActionThe awareness of, beliefs in, attitudes toward, knowledge of, skills in, and behaviors of EBP among advanced nurses were better than those among beginning nurses. The data indicate that a clinical ladder system can serve as a useful means to enhance EBP implementation.

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Effectiveness of national evidence-based medicine competition in Taiwan

Cited by 16 publications

References 36 publications

A novel simulation competition format as an effective instructional tool in post-graduate medical education

A novel simulation competition format as an effective instructional tool in post-graduate medical education

Approaches to teach evidence-based practice among health professionals: an overview of the existing evidence

Implementation of Evidence‐Based Practice in Relation to a Clinical Nursing Ladder System: A National Survey in Taiwan

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