How has the COVID-19 pandemic improved evidence-based-medicine awareness among undergraduate medical students?

Fourtassı, Maryam; Hjiej, Ghita; Touissi, Youness; Hajjıouı, Abderrazak; Abda, Naïma

doi:10.1080/10872981.2020.1787123

Cited by 5 publications

(6 citation statements)

References 7 publications

(5 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Telehealth and telemedicine will play a more important role moving forward. The pandemic improved knowledge of evidence-based medicine among students with better knowledge of the link between modes of virus transmission and choice of preventive measures, and how knowledge of disease pathophysiology helps in choice of treatments ( Fourtassi et al , 2020 ). In the current context simulation based medical education can be used to train students regarding proper donning and removing of personal protective equipment (PPE) and simulation sessions can be broadcast online ( Deng, Wang and Tsui, 2020 ).…”

Section: Resultsmentioning

confidence: 99%

The COVID-19 pandemic and undergraduate medical student teaching/learning and assessment

Wilson¹,

Shankar²

2021

MedEdPublish

View full text Add to dashboard Cite

Medical colleges closed in most countries in February-March due to the coronavirus pandemic and the need to ensure physical distancing. Many rapid changes to teaching/learning and assessment were carried out. Articles published on medical education during the pandemic were analyzed to answer three questions: What changes to undergraduate medical student teaching/learning have occurred during the last six months? What modifications to undergraduate medical student assessment have occurred during the corresponding time period and what are students' perceptions regarding these changes? English language articles published during the current year till 10 th July were searched using the terms 'pandemic', 'coronavirus disease', 'COVID-19', 'undergraduate medical education', 'medical student assessment' and 'medical schools'. The online databases PubMed and Google Scholar were searched. The journal AMEE MedEdPublish was also searched. Articles dealing mainly with postgraduate education, continuing medical education, institutional preparedness, early graduation and joining the workforce were excluded. After narrowing down according to the selection criteria, and addressing duplication, a total of 62 unique articles were obtained. A total of 44 articles were on undergraduate teaching /learning during the pandemic and 10 articles mainly focused on assessment. A total of 8 articles mentioned student experiences of teaching/learning and assessment during the pandemic. Medical education migrated online during the pandemic. The transition may have been smoother for preclinical students as the content could be delivered remotely more easily. Moving clinical learning online has greater challenges. Medical students, especially in developing countries face greater challenges to learn remotely. Open book assessments have been used. E-portfolios, projects, exams with remote proctoring, online OSCE, online structured viva-voce have been carried out. Student perception about these changes were mixed. They were happy about being able to continue learning but maintaining focus and sustaining interest were challenges. Clinical learning has been particularly affected.

show abstract

Section: Resultsmentioning

confidence: 99%

The COVID-19 pandemic and undergraduate medical student teaching/learning and assessment

Wilson¹,

Shankar²

2021

MedEdPublish

View full text Add to dashboard Cite

show abstract

“…To further enhance the study of human health and disease, physicians must understand the scientific method to perform systematic observation is performed and formulate, test and modify hypotheses 44 50. For this purpose, EBM-related courses such as epidemiology, biostatistics, research methodology, clinical epidemiology and public health are critical and must be part of the core training of medical undergraduates 18 51–53. In Germany and the UK, scarce opportunities for acquiring basic research skills during undergraduate education have been reported 54.…”

Section: Discussionmentioning

confidence: 99%

“…Second, we were unable to define academic credits in terms of hours based on credit standards; however, we estimated less than 16 hours of teaching EBM during 5-year programmes 10. Third, we omitted the assessment of English courses, which is a key component of understanding scientific resources, especially in non-English speaking nations, presenting yet another barrier to understanding and implementing EBM 18 70 71. Thus, our results are also available in Spanish.…”

Section: Discussionmentioning

confidence: 99%

“…Furthermore, in 2009, a survey performed in public medical schools in the UK showed that most schools allocated lectures and tutorials to develop EBM skills 17. Introducing EBM in medical curriculums is a challenging task, especially in settings where undergraduate medical education relies primarily on textbook-like information presented to students as solid and verified knowledge 18. In Mexico, several EBM activities by medical organisations and an academic institution have been positive but disperse 19–21.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Teaching evidence-based medicine in Mexico: a systematic review of medical doctor curriculums at a national level

Rodríguez

Martinez-Alvarado²,

Garcia-Toto³

et al. 2022

BMJ EBM

View full text Add to dashboard Cite

ObjectivesTo assess the teaching of evidence-based medicine (EBM) in medical curriculums. As a secondary objective, we assessed the representativeness of science courses related to EBM.Design and settingSystematic review. Accredited curriculums by the Mexican Council for the Accreditation of Medical Education.Main outcome measuresWe provided a descriptive analysis of the required or elective EBM courses and EBM-related courses, academic credits and teaching period. EBM-related courses included research methodology, epidemiology, biostatistics, clinical research, public health, clinical epidemiology, scientific dissemination and health informatics to explore scientific education and training offered by medical schools. Additionally, we examined the curriculum’s structure, location, type of institution, total programme duration and academic credits. Data collection occurred from December 2020 to February 2021.ResultsWe identified 171 registered curriculums, of which we assessed 60 unique programmes (50% public) in our analysis. We identified 16 EBM single courses on the fifth and sixth semesters, of which 12 (20%) were mandatory and 4 were electives (6.7%). The allocated academic credits for EBM courses are minimal, without difference between public or private institutions, representing 0.08% of the total curriculum. Public health, epidemiology, research methodology and biostatistics courses are offered with greater frequency (55% or less) and curricular value (0.6% or less). In some cases, they are taught as combined courses. Clinical research, health informatics and clinical epidemiology are taught less than EBM, while scientific dissemination is nil.ConclusionIn Mexico, EBM teaching is limited to only one of five curriculums with minimal curricular value. A comprehensive curricular review is necessary across programmes to incorporate EBM as a first step to improve medical education and, consequently, public health. We call to action through an online, collaborative platform with several applications to optimise teaching of EBM.Review protocol registrationThe systematic review protocol is excluded from the International Prospective Register of Systematic Reviews since this platform only accepts systematic reviews with health-related outcomes. Review protocol registration: https://osf.io/3xm2q/

show abstract

“…However, this can also have drawbacks. The use of Facebook as an educational tool can have privacy issues, despite using closed groups [29][30][31][32]. Other SM platforms can also have similar issues.…”

Section: Sm Tools Increase Student Interaction For Learningmentioning

confidence: 99%

Student Perception and Preferences With Social Media for Enhanced Learning in Health Sciences Following Post-COVID-19 Era: A Cross-Sectional Study

Khattak,

Ganji,

Agarwal

et al. 2023

Cureus

View full text Add to dashboard Cite

BackgroundDuring the COVID-19 pandemic, universities worldwide pivoted to distance education, primarily online, using various blended learning tools. In the contemporary era, characterized by widespread high-speed internet and the ubiquity of social media (SM), SM has become an essential tool, especially among students. This study aimed to assess the perception, impact, and preferences of various SM platforms for learning among health sciences students in the post-COVID-19 era. MethodologyThe study was conducted at constituent colleges of Jouf University and Northern Border University between January and June 2022. Responses from 560 students were assessed using a self-administered, pre-validated questionnaire comprising 31 questions. These questions addressed students' perceptions, preferences, and learning modes derived from SM. Descriptive and inferential statistics evaluated the influence of SM on student learning. ResultsOn average, students spent 3.18 hours daily on SM. YouTube (41.1%) and Instagram (37.1%) emerged as the most preferred platforms for learning. A significant 86.4% of students utilized SM for accessing subjectrelated texts and watching related videos. Moreover, 78.6% believed that SM platforms enhanced their subject knowledge following lectures. Logistic regression analysis indicated maximum learning benefits for students who used SM between two to three hours daily. ConclusionSocial media platforms, when used judiciously, can enhance the learning experience for health sciences students in the post-COVID era. While offering opportunities to acquire new knowledge and skills, care must be taken to prevent misuse, abuse, or related health hazards.

show abstract

How has the COVID-19 pandemic improved evidence-based-medicine awareness among undergraduate medical students?

Cited by 5 publications

References 7 publications

The COVID-19 pandemic and undergraduate medical student teaching/learning and assessment

The COVID-19 pandemic and undergraduate medical student teaching/learning and assessment

Teaching evidence-based medicine in Mexico: a systematic review of medical doctor curriculums at a national level

Student Perception and Preferences With Social Media for Enhanced Learning in Health Sciences Following Post-COVID-19 Era: A Cross-Sectional Study

Contact Info

Product

Resources

About