Evidence-based medicine skills that last: A transferable model utilizing integration, spaced learning, and repetition with a single study design among second-year medical students

Lupi, Carla; Lefèvre, Frank; Ward-Peterson, Melissa

doi:10.15694/mep.2017.000221

Cited by 5 publications

(4 citation statements)

References 15 publications

(20 reference statements)

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“…The EBM OSCEs were designed by the EBM theme lead in collaboration with the Assessment Lead and external EBM experts. Issues relating to faculty development was not unique to our setting, it has been identified as a challenge in the delivery of effective EBM curriculum in other medical schools [25]. However, our study has shown that with a strong commitment from a medical school, close collaborative working and a supportive learning environment it is feasible to integrate EBM into the assessment strategy of a medical school.…”

Section: Discussionmentioning

confidence: 92%

Development and evaluation of a spiral model of assessing EBM competency using OSCEs in undergraduate medical education

2021

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Background Medical students often struggle to understand the relevance of Evidence Based Medicine (EBM) to their clinical practice, yet it is a competence that all students must develop prior to graduation. Objective structured clinical examinations (OSCEs) are a valued assessment tool to assess critical components of EBM competency, particularly different levels of mastery as they progress through the course. This study developed and evaluated EBM based OSCE stations with an aim to establish a spiral approach for EBM OSCE stations for undergraduate medical students. Methods OSCE stations were developed with increasingly complex EBM tasks. OSCE stations were classified according to the classification rubric for EBP assessment tools (CREATE) framework and mapped against the recently published core competencies for evidence-based practice (EBP). Performance data evaluation was undertaken using Classical Test Theory analysing mean scores, pass rates, and station item total correlation (ITC) using SPSS. Results Six EBM based OSCE stations assessing various stages of EBM were created for use in high stakes summative OSCEs for different year groups across the undergraduate medical degree. All OSCE stations, except for one, had excellent correlation coefficients and hence a high reliability, ranging from 0.21–0.49. The domain mean score ranged from 13.33 to 16.83 out of 20. High reliability was demonstrated for the each of the summative OSCE circuits (Cronbach’s alpha = 0.67–0.85). In the CREATE framework these stations assessed knowledge, skills, and behaviour of medical students in asking, searching, appraising, and integrating evidence in practice. The OSCE stations were useful in assessing six core evidence-based practice competencies, which are meant to be practiced with exercises. A spiral model of OSCEs of increasing complexity was proposed to assess EBM competency as students progressed through the MBChB course. Conclusions The use of the OSCEs is a feasible method of authentically assessing leaner EBM performance and behaviour in a high stakes assessment setting. Use of valid and reliable EBM-based OSCE stations provide evidence for continued development of a hierarchy of assessing scaffolded learning and mastery of EBM competency. Further work is needed to assess their predictive validity.

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Section: Discussionmentioning

confidence: 92%

Development and evaluation of a spiral model of assessing EBM competency using OSCEs in undergraduate medical education

2021

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“…These are based on the idea that skill of forming memory can be improved if the process of long-term potentiation is reinforced by practising recall, spacing, testing and interleaving. 34,35 Combined, these strategies can help set the foundation for a sound clinical knowledge.…”

Section: Discussionmentioning

confidence: 99%

Perceptions and use of evidence-based revision methods among undergraduate medical students

Ashfaq,

Ejaz,

Baloch

et al. 2024

J Pak Med Assoc

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Objectives: To assess awareness, perceptions and use related to evidence-based revision methods by undergraduate medical students. Method: The descriptive cross-sectional study was conducted in three medical colleges of Rawalpindi-Islamabad, Pakistan, from December 01, 2019, to January 31, 2020, after approval from the ethics review committee of Army Medical College, Rawalpindi. The sample comprised undergraduate medical students of either gender. Data was collected online using a 10-item standardised questionnaire. Students were asked about the revision methods they used routinely and their perceptions of conventional and evidence-based revision methods. Data was analysed using SPSS 23. Results: Of the total 136 respondents, 92(67%) were females and 44(32.3%) were male students. The response from pre-clinical and clinical years was 67 (50.7%) and 69(49.2%), respectively. Highlighting was the most widely used revision method among students (70 students, 51%), followed by re-reading important points (65 students, 47.7%). 126 students (92%) had the opinion that conventional revision methods were effective learning tools. Only 52 students (38.2%) were aware of the term ‘evidence-based revision methods’. Digital tools based on principles of evidence-based revision were used by a minority of students which included use of online question banks by 21 students (15.4%), osmosis by 40 students (29.4%), sketchy pharma by 35 students (25%), flashcards by 19 (14%) and picmonic by only 3 (2.2%). More than 80% (114 students) responded that they wanted evidence-based revision methods to be incorporated into curriculum, and 85% (116 students) said they would like to have a workshop on these techniques. Conclusion: Most medical students were not aware of and were not using evidence-based revision methods, and relied on conventional revision tools. They were, however, eager to learn about newer revision strategies. Key Words: Medical education, Undergraduate, Learning strategies, Evidence-based revision methods, Active recall.

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“…The course was designed and delivered by the EBM theme lead who has been a champion and brought in support from few clinicians and external EBM experts. Issues relating to faculty development was not unique to our setting, it has been identi ed as a challenge in the delivery of effective EBM curriculum in other medical schools (25). To address the challenge of faculty development and availability of trained EBM educators, we have tried innovative methods such as use of technology to record our sessions; passive teaching methods relying on student engagement and peer mentoring from students and recent graduates who have also helped in developing YouTube videos.…”

Section: Discussionmentioning

confidence: 99%

A Pragmatic Trial of Active Versus Passive Teaching for Clinically Integrating Evidence Based Medicine Teaching in an Undergraduate Medical School.

Kumaravel

Stewart

Ilić

2020

Preprint

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Background Clinically integrated Evidence Based Medicine (EBM) teaching promotes higher order application of knowledge, skills, and behaviours. There is, however, limited evidence on the most efficient model for clinically integrating EBM teaching. The aim of this study was to test the feasibility of integrating EBM teaching into clinical placements in an undergraduate medical school and compare the effectiveness of two different methods of EBM teaching - active teaching and passive teaching. Methods Active teaching involved blended learning methods and facilitated small group discussions. Passive teaching involved self-directed small group discussions and a remote live telecast taught session. Students’ EBM competencies were assessed using the Assessing Competency in EBM (ACE tool) and Educational Prescriptions (EP) and in summative final professional written and clinical examinations.Results Education was delivered to 65 students, of whom 45 received active teaching, while 20 received passive teaching. Students receiving active teaching performed better in EPs (MD=-2.28, -4.31, -0.26). There was no significant difference in performances in the ACE tool (MD=-1.02, -2.20, 0.16); the written final professional exams (MD=-0.11, -0.65, 0.44) and the EBM OSCE stations (MD=-0.81, -2.38, 0.74). Conclusions It was feasible to integrate EBM teaching into clinical placements in an undergraduate medical school. Both active and passive methods were effective in delivering EBM teaching. While students in the active teaching model scored higher in EPs; there was no significant difference in performances in the ACE tool or the summative assessments. Scaffolding student learning or a spiral approach to EBM teaching model provides a great example of continually shifting the zone of proximal development.

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Evidence-based medicine skills that last: A transferable model utilizing integration, spaced learning, and repetition with a single study design among second-year medical students

Cited by 5 publications

References 15 publications

Development and evaluation of a spiral model of assessing EBM competency using OSCEs in undergraduate medical education

Development and evaluation of a spiral model of assessing EBM competency using OSCEs in undergraduate medical education

Perceptions and use of evidence-based revision methods among undergraduate medical students

A Pragmatic Trial of Active Versus Passive Teaching for Clinically Integrating Evidence Based Medicine Teaching in an Undergraduate Medical School.

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