How learning style affects evidence-based medicine: a survey study

Although efforts are made to integrate evidence-based medicine (EBM) into clinical practice, physicians experience significant barriers to its implementation. The aim of this study is to quantify the barriers that general practice (GP) trainees experience when using EBM in practice. In September 2008, a questionnaire was administered to 140 GP trainees from three Dutch GP Speciality Training Institutes. The questionnaire focused on barriers that GP trainees meet when using EBM in practice. Factor analysis identified components in which barriers exist, and the validity and reliability of the questionnaire were established. After removing four items that did not fit the questionnaire structure, factor analysis identified three relevant components. All three components had similar mean scores, indicating a similar negative influence of these components on the practice of EBM: knowledge/skills (α = 0.72, mean score 2.9 ± 0.8), attitude (α = 0.70, mean score 2.9 ± 0.6), and external factors (α = 0.66, mean score 3.0 ± 0.5). The barrier that trainees experienced most was lack of time to practise EBM. Barriers to the use of EBM were present in three components: knowledge/skills, attitude, and external factors.

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“…The reason for not filling in the questionnaire for the remaining three GP trainees was absence [11]. …”

Section: Resultsmentioning

confidence: 99%

“…The subscales that were identified in the factor analysis were compared with other scales that were assessed in the same study sample (published elsewhere) [11]. The following scales were used as a comparison:

The McColl questionnaire primarily measures attitude towards EBM.

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Section: Methodsmentioning

confidence: 99%

Barriers to the use of evidence-based medicine: knowledge and skills, attitude, and external factors

et al. 2013

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“…However, the findings of the study are applicable to teaching and learning situations in multicultural environments. The instructors can develop pedagogical strategies based on the preferred learning styles of the students despite the questionable effects of matching teaching styles to learning styles [ 13 ]. They should identify the students’ learning style preferences to offer suitable strategies and materials for all learners.…”

Section: Discussionmentioning

confidence: 99%

“…Although the average age of the populations was significantly different, a one-year difference seems negligible. In addition, the results may be attributed to the cultural and learning environments [ 13 , 14 ]. Therefore, future studies should investigate the impacts of cultural values and demographics on the LSPs.…”

Section: Discussionmentioning

confidence: 99%

Learning style preferences of nursing students at two universities in Iran and Malaysia

Abdollahimohammad

Jaafar

2014

J Educ Eval Health Prof

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Purpose:Learning style preferences vary within the nursing field and there is no consensus on a predominant learning style preference in nursing students. The current study compared the learning style preferences of nursing students at two universities in Iran and Malaysia. Methods:A purposive sampling method was used to collect data from the two study populations. Data were collected using the Learning Style Scale (LSS), which is a valid and reliable inventory. The LSS consists of 22 items with five subscales including perceptive, solitary, analytic, imaginative, and competitive. The questionnaires were distributed at the end of the academic year during regular class time for optimum response. The Mann-Whitney U-test was used to compare the learning style preferences between the two study populations. Results:A significant difference was found in perceptive, solitary, and analytic learning styles between two groups of nursing students. However, there was no significant difference in imaginative and competitive learning styles between the two groups. Most of the students were in the middle range of the learning styles. Conclusion:There were similarities and differences in learning style preferences between Zabol Medical Sciences University (ZBMU) and University Sains Malaysia (USM) nursing students. The USM nursing students were more sociable and analytic learners, whereas the ZBMU nursing students were more solitary and perceptive learners.

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“…Less than 10 % of the Hungarian students had advanced EBM skills [ 11 ]. Unfortunately, EBM is not adequately implemented in medical curricula for some developing countries [ 12 ], including Sudan where most of the medical students' curricula lack EBM tuition.…”

Section: Introductionmentioning

confidence: 99%

Evidence-based medicine (EBM) for undergraduate medical students in Sudan: sources of information, knowledge about terms, skills related to EBM and attitude toward EBM in Sudan

et al. 2021

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Background Evidence-based medicine (EBM) is the use of the current best evidence for patient care. Medical students should critically appraise the research evidence to help them during their clinical practice in the future. We conducted this study to assess the skills, terms and attitude toward EBM. Method We conducted a cross-sectional study for medical students from governmental universities. Students completed an online validated questionnaire consisting of several sections to assess skills, attitude and knowledge about terms related to EBM. We used a scale ranging from 1(strongly disagree) to 5(strongly agree) for the 11 questions assessing the attitude and a scale ranging from 1(Poor) to 5(advanced) for EBM skills. Results A total of 761 medical students with a mean age of 21.97 ± 1.64 participated in the study. 327 (43 %) of them were males. The most commonly used search engines were Google 690 (91 %) and Wikipedia 465 (61 %). Medical books 719 (94 %) and lecture notes 353 (46 %) were the most common sources for health information. The majority of students rated their skills related to EBM as average and below average for all questions (overall = 2.18 ± 0.8). Students rated their skills as poor (31 %) in locating professional literature, as average (34 %) in searching online databases, poor (42 %) in critical appraisal of a scientific publication reporting findings from clinical research and poor (36 %) in Critical appraisal of available scientific literature. Regarding attitude, the overall mean score was 2.83 ± 0.76. There is no significant difference in attitude score between students with or without EBM training (P = 0.2). The terms with the highest understanding were case-control study (45 %) and case report (44 %) for study design. Median (44 %) and sample size (43 %) for statistics. Incidence (46 %) and prevalence (44 %) for epidemiology. Conclusions Medical students have a knowledge gap in skills and terms related to EBM and an average attitude towards EBM. The majority of them were using a nonscientific search engine to obtain medical information. There is a need to educate students about the proper steps for getting the scientific literature and EBM skills.

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How learning style affects evidence-based medicine: a survey study

Cited by 6 publications

References 21 publications

Barriers to the use of evidence-based medicine: knowledge and skills, attitude, and external factors

Barriers to the use of evidence-based medicine: knowledge and skills, attitude, and external factors

Learning style preferences of nursing students at two universities in Iran and Malaysia

Evidence-based medicine (EBM) for undergraduate medical students in Sudan: sources of information, knowledge about terms, skills related to EBM and attitude toward EBM in Sudan

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