Evidence‐based medicine teaching requirements in the USA: taxonomy and themes

Shaughnessy, Allen F.; Torro, John; Frame, Kara A.; Bakshi, Munish

doi:10.1111/jebm.12186

Cited by 8 publications

(5 citation statements)

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“…While the formal EBP curriculum delivered over the three EBP course in the current study, were multifaceted, the included topics may be considered as ‘classic’ EBP within the taxonomy developed by Shaughnessy et al [ 22 ]. Further levels of training involving ‘information mastery’ where EBP principles are incorporated into patient care with reflection on clinical outcomes and integration with patient values, will be developed with further clinical experience.…”

Section: Discussionmentioning

confidence: 99%

Changes in physiotherapy students’ knowledge and perceptions of EBP from first year to graduation: a mixed methods study

McEvoy

Lewis

2018

BMC Med Educ

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BackgroundDedicated Evidence-Based Practice (EBP) courses are often included in health professional education programs. It is important to understand the effectiveness of this training. This study investigated EBP outcomes in entry-level physiotherapy students from baseline to completion of all EBP training (graduation).MethodsMixed methods with an explanatory sequential design. Physiotherapy students completed two psychometrically–tested health professional EBP instruments at baseline and graduation. The Evidence-Based Practice Profile questionnaire collected self-reported data (Terminology, Confidence, Practice, Relevance, Sympathy), and the Knowledge of Research Evidence Competencies instrument collected objective data (Actual Knowledge). Focus groups with students were conducted at graduation to gain a deeper understanding of the factors impacting changes in students’ EBP knowledge, attitudes, behaviour and competency. Descriptive statistics, paired t-tests, 95% CI and effect sizes (ES) were used to examine changes in outcome scores from baseline to graduation. Transcribed focus group data were analysed following a qualitative descriptive approach with thematic analysis. A second stage of merged data analysis for mixed methods studies was undertaken using side-by-side comparisons to explore quantitatively assessed EBP measures with participants’ personal perceptions.ResultsData were analysed from 56 participants who completed both instruments at baseline and graduation, and from 21 focus group participants. Large ES were reported across most outcomes: Relevance (ES 2.29, p ≤ 0.001), Practice (1.8, p ≤ 0.001), Confidence (1.67, p ≤ 0.001), Terminology (3.13, p ≤ 0.001) and Actual Knowledge (4.3, p ≤ 0.001). A medium ES was found for Sympathy (0.49, p = 0.008). Qualitative and quantitative findings mostly aligned but for statistical terminology, participants’ self-reported understanding was disparate with focus group reported experiences. Qualitative findings highlighted the importance of providing relevant context and positive role models for students during EBP training.ConclusionsFollowing EBP training across an entry-level physiotherapy program, there were qualitative and significant quantitative changes in participants’ knowledge and perceptions of EBP. The qualitative and quantitative findings were mainly well-aligned with the exception of the Terminology domain, where the qualitative findings did not support the strength of the effect reported quantitatively. The findings of this study have implications for the timing and content of EBP curricula in entry-level health professional programs.Electronic supplementary materialThe online version of this article (10.1186/s12909-018-1212-4) contains supplementary material, which is available to authorized users.

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Section: Discussionmentioning

confidence: 99%

Changes in physiotherapy students’ knowledge and perceptions of EBP from first year to graduation: a mixed methods study

McEvoy

Lewis

2018

BMC Med Educ

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“…Amidst a concern for medical education, evidence‐based medicine (EBM) emerged as a core competency to be mastered by healthcare professionals . EBM as a general requirement is included as part of the ‘Practice‐Based Learning and Improvement’ (PBLI) competency domain under the general goal of being able to ‘appraise and use scientific evidence’ . Initially introduced in a 1992 seminal article in The Journal of the American Medical Association , EBM was hailed by the British Medical Journal as “one of the 15 greatest medical milestones since 1840.” EBM is a well known paradigm and has been applied for medical practice for the past two decades .…”

Section: Introductionmentioning

confidence: 99%

The effect of an evidence-based medicine course on medical student critical thinking

et al. 2017

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“…Le competenze acquisite nell'esercizio della EBM sono state ampiamente descritte e analizzate in letteratura (Shaughnessy, Torro, Frame, & Bakshi, 2016). Essenziale è il riconoscimento del problema clinico e la formulazione di un quesito seguendo il modello PICO -Patient, Intervention, Comparison e Outcome (Durr-E-Sadaf, 2019).…”

Section: Discussioneunclassified

Updating Wikipedia in the School of Dentistry of the University of Florence

Masoni,

Di Grazia,

Guelfi

2023

Form@re

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Teachers of the Computer Science course of the School of Dentistry of the University of Florence have accepted the many invites from academic organizations, health and non-health related, to propose the teaching methodology of updating Wikipedia pages to the students. This study describes the educational strategy that was tested in a class of students attending the Computer Science course of the School of Dentistry. The used approach was analyzed from a qualitative and quantitative point of view, respectively through the administration of a satisfaction survey and the examination of the whole activity carried out by the students. Editing Wikipedia pages was globally appreciated by students who expressed satisfaction in participating in a shared knowledge production process that spreads beyond the academic sphere to address a real audience. The modified Wikipedia pages have aroused interest, receiving many visits from Internet users. The Computer Science course program includes a part related to Evidence Based Medicine, which transfers competencies that are propedeutic to update Wikipedia pages. Aggiornamento di Wikipedia nel Corso di Laurea in odontoiatria e Protesi Dentaria dell’Università di Firenze. I docenti del corso di Informatica del Corso di Laurea in Odontoiatria e Protesi Dentaria (CLOPD) dell’Università di Firenze hanno accolto le numerose istanze provenienti da organizzazioni accademiche, sanitarie e non, che invitano a proporre la metodologia didattica di aggiornamento di Wikipedia agli studenti. In questo studio viene descritta la strategia formativa che è stata sperimentata in una classe di studenti frequentanti l’insegnamento di Informatica di CLOPD. L’approccio utilizzato è stato analizzato da un punto di vista qualitativo e quantitativo, rispettivamente attraverso la somministrazione di un questionario di gradimento e l’esame dell’attività svolta dagli studenti. L’aggiornamento di Wikipedia è stato globalmente apprezzato dagli studenti che hanno espresso soddisfazione nella partecipazione a un processo di produzione di conoscenza condivisa che si diffonde oltre l’ambito accademico per rivolgersi alla popolazione. Le pagine di Wikipedia modificate hanno destato interesse, ricevendo numerosi accessi dagli utenti della rete. Il programma del corso di Informatica prevede una parte relativa alla Evidence Based Medicine, che trasferisce competenze che risultano propedeutiche all’aggiornamento di Wikipedia.

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Evidence‐based medicine teaching requirements in the USA: taxonomy and themes

Abstract: New training requirements for specialties in the USA require the development of both classic EBM skills as well as skills for managing information. However, there is marked variation in the requirements among specific specialties.

Cited by 8 publications

References 15 publications

Changes in physiotherapy students’ knowledge and perceptions of EBP from first year to graduation: a mixed methods study

Changes in physiotherapy students’ knowledge and perceptions of EBP from first year to graduation: a mixed methods study

The effect of an evidence-based medicine course on medical student critical thinking

Updating Wikipedia in the School of Dentistry of the University of Florence

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