Integrating Evidence Based Medicine Into Undergraduate Medical Education: Combining Online Instruction With Clinical Clerkships

Aronoff, Stephen C.; Evans, Barry J.; Fleece, David; Lyons, Paul; Kaplan, Lawrence; Rojas, Roberto

doi:10.1080/10401334.2010.488460

Cited by 75 publications

(88 citation statements)

References 13 publications

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“…2 Many different strategies have been used for teaching EBDM including lectures, discussion groups, journal clubs, and responding to questions generated during clinical practice experiences. [3][4][5][6][7][8][9] Different outcome measures (knowledge, attitudes and skills) have been used to assess EBDM competence. 10 Some of these measures include: self-report of skills, 11 use of tools to evaluate critical appraisal skills, 4,5 use of validated tools (eg, Fresno and Berlin assessment tool) to assess EBDM skills and knowledge, 5,6 and structured evaluation of answers to actual practice-based clinical questions.…”

Section: Introductionmentioning

confidence: 99%

“…10 Some of these measures include: self-report of skills, 11 use of tools to evaluate critical appraisal skills, 4,5 use of validated tools (eg, Fresno and Berlin assessment tool) to assess EBDM skills and knowledge, 5,6 and structured evaluation of answers to actual practice-based clinical questions. [5][6][7][8][9] The University of Wisconsin-Madison School of Pharmacy teaches a semester-long course in drug literature evaluation that focuses on reading and critical appraisal of primary research literature. To expand students' ability in EBDM, a longitudinal education program that includes training regarding searching for, interpreting, and applying information from secondary sources of literature (systematic reviews/meta-analyses) was designed.…”

Section: Introductionmentioning

confidence: 99%

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Longitudinal Teaching of Evidence-Based Decision Making

Martin

Kraus

Kim

2012

American Journal of Pharmaceutical Education

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Objective. To determine whether longitudinal design and delivery of evidence-based decision making (EBDM) content was effective in increasing students' knowledge, skills, and confidence as they progressed through a doctor of pharmacy (PharmD) curriculum. Design. Three student cohorts were followed from 2005 to 2009 (n5367), as they learned about EBDM through lectures, actively researching case-based questions, and researching and writing answers to therapy-based questions generated in practice settings. Assessment. Longitudinal evaluations included repeated multiple-choice examinations, confidence surveys, and written answers to practice-based questions (clinical inquiries). Students' knowledge and perception of EBDM principles increased over each of the 3 years. Students' self-efficacy (10-items, p,0.0001) and perceived skills (7-items, p,0.0001) in applying EBDM skills to answer practice-based questions also increased. Graded clinical inquiries verified that students performed satisfactorily in the final 2 years of the program. Conclusions. This study demonstrated a successful integration of EBDM throughout the curriculum. EBDM can effectively be taught by repetition, use of real examples, and provision of feedback.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Longitudinal Teaching of Evidence-Based Decision Making

Martin

Kraus

Kim

2012

American Journal of Pharmaceutical Education

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“…Student self-assessment typically revealed positive attitudes toward online lectures as a teaching modality [7,8,[11][12][13][14][15][16][17][18][19][20][21][22][23][24][25][26][27][28]. Moreover, students showed increased knowledge in the subject material at hand, as evaluated by pre-and post-lecture knowledge assessment [11,[13][14][15]17,19,21,22,24,25,27,[29][30][31][32]. Finally, multiple studies demonstrated that knowledge was equivalent (or better) between students learning through online lectures compared to traditional learning modalities, such as live didactic lectures [8,9,12,19,22,23,25,28,[33][34][35][36]…”

Section: Assessment Of Learning Outcomesmentioning

confidence: 99%

Online Lectures in Undergraduate Medical Education: Scoping Review (Preprint)

Tang¹,

Coret²,

Qureshi³

et al. 2017

Preprint

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Background: The adoption of the flipped classroom in undergraduate medical education (UME) calls on students to learn from various self-paced tools -including online lectures -before attending in-class sessions. Hence, the design of online lectures merits special attention, given that applying multimedia design principles has been shown to enhance learning outcomes. Objective: To understand how online lectures have been integrated into medical school curricula, and whether published literature employs well-accepted principles of multimedia design. Methods: This scoping review followed the methodology outlined by Arksey and O'Malley (2005). MEDLINE, PsycINFO, Education Source, Francis, and ProQuest were searched to find articles from 2006 to 2016 related to online lecture use in UME. Results: 45 articles met inclusion criteria. Online lectures are used in preclinical and clinical years, covering basic sciences, clinical medicine, and clinical skills. The use of multimedia design principles is seldom reported. Almost all studies describe high student satisfaction and improvement on knowledge tests following online lecture use. Conclusions: Integration of online lectures into UME is well-received by students and appears to improve learning outcomes. Future studies should apply established multimedia design principles to the development of online lectures to maximize their educational potential.

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“…EBM components were introduced into preclinical years in various ways: offered as a short EBM course of eight contact hours enhanced with problem based learning small group discussion sessions facilitated by clinicians (Srinivasan et al, 2002); integrated into courses such as Library Science and Medical Informatics, Epidemiology, Microbiology (Barnett et al, 2000), and Mastering Medical Information (Holloway et al, 2004); taught as part of a series of educational interventions in an elective family medicine preceptorship program for first and second-year medical students (Nieman, Cheng, & Foxhall, 2009); and offered as a course of 22 contact hours at the end of Year 1 (West et al, 2011). In clinical years, EBM was integrated with clinical educational experiences through inpatient and outpatient primary care clerkship rotations of internal medicine, family medicine, and several other core clinical clerkships (Aronoff et al, 2010;Cayley, 2005;Dorsch et al, 2004;Ghali et al, 2000;Sastre et al, 2011;Schilling et al, 2006;Thomas & Cofrancesco, 2001;Wadland et al, 1999). Among the 13 studies, only two studies, one by Barnett et al (2000) and the other by West et al (2011), had a longitudinal EBM curriculum that spanned the preclinical curriculum and clinical core clerkships.…”

Section: Design and Development Of Ebm Interventionsmentioning

confidence: 99%

“…Barnett et al (2000) evaluated EBM instruction integrated into the first-year medical education curriculum and clinical education; while the study by West et al (2011) reported the outcomes of a longitudinal EBM into the second-year preclinical education and third-year core clinical rotations. Studies on EBM during clinical rotations were conducted at various settings of clerkships of internal medicine, family medicine, and pediatrics on community campuses (Wadland et al, 1999), outpatient internal medicine clerkship (Ghali et al, 2000;Thomas & Cofrancesco, 2001), inpatient portion of internal medicine clerkship blocks (Sastre et al, 2011), family medicine clerkship (Cayley, 2005;Schilling et al, 2006), or core clinical clerkship rotations such as internal medicine, surgery, pediatrics, obstetrics and gynecology, neurology, and psychiatry (Aronoff et al, 2010;Barnett et al, 2000;West et al, 2011).…”

Section: Description Of Studiesmentioning

confidence: 99%

Evidence Based Medicine Teaching in Undergraduate Medical Education: A Literature Review

Mi¹

2012

EBLIP

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the terms of the Creative Commons-AttributionNoncommercial-Share Alike License 2.5 Canada (http://creativecommons.org/licenses/by-nc-sa/2.5/ca/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly attributed, not used for commercial purposes, and, if transformed, the resulting work is redistributed under the same or similar license to this one. AbstractObjectives -To determine the year when evidence based medicine (EBM) was introduced and the extent to which medical students were exposed to EBM in undergraduate medical education and to investigate how EBM interventions were designed, developed, implemented, and evaluated in the medical curriculum.Methods -A qualitative review of the literature on EBM interventions was conducted to synthesize results of studies published from January 1997 to December 2011. A comprehensive search was performed on PubMed, CINAHL, Web of Science, Cochrane Library, ProQuest Dissertations & Theses, PsycINFO, and ERIC. Articles were selected if the studies involved some form of quantitative and qualitative research design. Articles were excluded if they studied EBM interventions in medical schools outside the United States or if they examined EBM interventions for allied health profession education or at the levels of graduate medical education and continuing medical education. Thirteen studies which met the selection criteria were identified and reviewed. Information was abstracted including study design, year and setting of EBM intervention, instructional method, instruction delivery format, outcome measured, and evaluation method.Results -EBM was introduced to preclinical years in three studies, integrated into clinical clerkship rotations in primary care settings in eight studies, and spanned preclinical and clinical curricula in two studies. The duration of EBM interventions differed, ranging from a workshop of three student contact hours to a curriculum of Evidence Based Library and Information Practice 2012, 7.3 99 30 student contact hours. Five studies incorporated interactive and clinically integrated teaching and learning activities to support student learning. Diverse research designs, EBM interventions, and evaluation methods resulted in heterogeneity in results across the 13 studies.Conclusions -The review reveals wide variations in duration of EBM interventions, instructional methods, delivery formats for EBM instruction, implementation of an EBM intervention, outcomes measured, and evaluation methods, all of which remain relevant issues for further research. It is important for medical educators and health sciences librarians to attend to these issues in designing and delivering a successful EBM intervention in the undergraduate medical curriculum.

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Integrating Evidence Based Medicine Into Undergraduate Medical Education: Combining Online Instruction With Clinical Clerkships

Abstract: Medical students successfully acquired and independently applied EBM skills following extended, online, faculty mentored instruction. This method of instruction provided uniform instruction across geographic sites and medical specialties and permitted efficient use of faculty time.

Cited by 75 publications

References 13 publications

Longitudinal Teaching of Evidence-Based Decision Making

Longitudinal Teaching of Evidence-Based Decision Making

Online Lectures in Undergraduate Medical Education: Scoping Review (Preprint)

Evidence Based Medicine Teaching in Undergraduate Medical Education: A Literature Review

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