Knowledge and attitudes towards evidence-based medicine of mentors in general practice can be influenced by using medical students as academic detailers

Vrdoljak, Davorka; Petric, Dragomir; Lisica, Ines Diminić; Kranjčević, Ksenija; Janković, Sanja Došen; Delija, Ita; Puljak, Livia

doi:10.3109/13814788.2015.1046124

Cited by 3 publications

(3 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…To be able to practice EBM, FPs need to have better training in research methodology principles, especially during formal medical education and postgraduate studies that also include specialization curricula. Various EBM training approaches were studied in order to encourage EBM use in physician practice [27][28][29][30][31][32][33], and they should include multifaceted, clinically integrated interventions in order to improve knowledge, skills, attitudes, and behavior amongst practicing health professionals [26]. Recently, a group of authors proposed an "EBM competency framework for real-world general practice" which has been developed out of the empirical research while taking into account the constraints of today's general practice, but further validation of this approach is needed [34].…”

Section: Knowledge Of Fps About Ebmmentioning

confidence: 99%

Awareness, attitudes, barriers, and knowledge about evidence-based medicine among family physicians in Croatia: a cross-sectional study

et al. 2020

Self Cite

View full text Add to dashboard Cite

Background: Evidence-based medicine (EBM) aims to assist physicians in making medical decisions based on the integration of the current best evidence, clinical expertise, and patients' values. Extensive research has been conducted regarding physicians' awareness, attitudes, barriers, and knowledge about EBM. In Croatia, there is a lack of research on this topic, especially among family physicians (FP). The aim of this study was to assess the awareness, attitudes, barriers, and knowledge about EBM among FPs in Croatia after six years of educational activities organized and provided by Cochrane Croatia. Methods: In a cross-sectional study, conducted in 2016, we offered to FPs in Croatia a printed or online validated questionnaire to assess attitudes toward and barriers when considering the use of EBM, awareness about sources of evidence, and their level of understanding of evidence-based medicine terminology. The physicians were approached during mandatory continuing medical education courses and through their professional associations. We compared results from two groups of physicians, one with family medicine specialization and the other without. Results: 295 (14%) of all officially registered FPs responded to the questionnaire. Respondents were very positive toward the promotion and usage of EBM. 160 (67%) indicated that they did not have access to the Cochrane Library. The majority reported lack of time available for finding evidence (80%), and patients' unrealistic expectations that influence doctors' choice of treatment (72%). Between the two groups of physicians, more family medicine specialists reported time restrictions for finding evidence. The highest level of EBM terminology understanding was reported for study design terms, and the lowest for statistical terms.

show abstract

Section: Knowledge Of Fps About Ebmmentioning

confidence: 99%

Awareness, attitudes, barriers, and knowledge about evidence-based medicine among family physicians in Croatia: a cross-sectional study

et al. 2020

Self Cite

View full text Add to dashboard Cite

show abstract

“…The importance of medical students' exposure to EBM was shown by Vrdoljak et al [9], who reported that knowledge and attitudes of mentors toward EBM in general practice can be influenced by using medical students as academic detailers. It has been shown that better knowledge and more positive attitudes toward EBM among medical students are associated with the exposure to the vertical subject on research in biomedicine and activities of The Cochrane Collaboration [10].…”

Section: Introductionmentioning

confidence: 99%

Web-Based Educational Intervention to Improve Knowledge of Systematic Reviews Among Health Science Professionals: Randomized Controlled Trial

Martinić¹,

Čivljak²,

Marušić³

et al. 2022

J Med Internet Res

Self Cite

View full text Add to dashboard Cite

Background Lack of knowledge of systematic reviews (SRs) could prevent individual health care professionals from using SRs as a source of information in their clinical practice or discourage them from participating in such research. Objective In this randomized controlled trial, we evaluated the effect of a short web-based educational intervention on short-term knowledge of SRs. Methods Eligible participants were 871 Master’s students of university health sciences studies in Croatia; 589 (67.6%) students who agreed to participate in the trial were randomized using a computer program into 2 groups. Intervention group A (294/589, 49.9%) received a short web-based educational intervention about SR methodology, and intervention group B (295/589, 50.1%) was presented with the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) checklist. The participants’ knowledge of SRs was assessed before and after the intervention. The participants could not be blinded because of the nature of the intervention. The primary outcome was the difference in the percentage of correct answers about SR methodology per participant between the groups after the intervention, expressed as relative risk and 95% CI. Results Results from 162 and 165 participants in the educational intervention and PRISMA checklist groups, respectively, were available for analysis. Most of them (educational intervention group: 130/162, 80.2%; PRISMA checklist group: 131/165, 79.4%) were employed as health care professionals in addition to being health sciences students. After the intervention, the educational intervention group had 23% (relative risk percentage) more correct answers in the postintervention questionnaire than the PRISMA checklist group (relative risk=1.23, 95% CI 1.17-1.29). Conclusions A short web-based educational intervention about SRs is an effective tool for short-term improvement of knowledge of SRs among health care studies students, most of whom were also employed as health care professionals. Further studies are needed to explore the long-term effects of the tested education. Trial Registration OSF Registries 10.17605/OSF.IO/RYMVC; https://osf.io/rymvc

show abstract

“…However, there is little evidence for success of EBM educational programs and transfer of acquired knowledge to clinical practice [ 7 ]. Practitioners often have little time to keep up with new research results and guidelines which could be implemented in practice [ 8 , 9 ].…”

Section: Introductionmentioning

confidence: 99%

How to choose an evidence-based medicine knowledge test for medical students? Comparison of three knowledge measures

et al. 2018

View full text Add to dashboard Cite

BackgroundThere are a few studies of alignment between different knowledge-indices for evidence-based medicine (EBM). The aim of this study was to investigate whether the type of test used to assess knowledge of EBM affects the estimation of this knowledge in medical students.MethodsMedical students enrolled in 1-week EBM course were tested with the Fresno, Berlin, and ACE tests at the beginning and the end of the course. We evaluated the ability of these tests to detect a change in the acquired level of EBM knowledge and compared the estimates of change with those of the Control group that was tested with the ACE and Berlin tests before and after an unrelated non-EBM course. The distributions of test scores and average item difficulty indices were compared among the tests and the groups.ResultsTest scores improved on all three tests when compared with their pre-test results and the control. Students had on average a “good” performance on the ACE test, “sufficient” performance on the Berlin test, and “insufficient” performance or have “not passed” on the Fresno test. The post-test improvements in performance on the Fresno test (median 31% increase in percent scores, 95% confidence interval (CI) 25–42%) outperformed those on the ACE (13, 95% CI 13–20%) and Berlin tests (13, 95% CI 7–20%). Post-test score distributions demonstrated that the ACE test had less potential to discriminate between levels of EBM knowledge than other tests.ConclusionThe use of different EBM tests resulted in different assessment of general EBM knowledge in a sample of graduate medical students, with lowest results on the Fresno and highest on the ACE test. In the light of these findings, EBM knowledge assessment should be based on the course’s content and learning objectives.Electronic supplementary materialThe online version of this article (10.1186/s12909-018-1391-z) contains supplementary material, which is available to authorized users.

show abstract

Knowledge and attitudes towards evidence-based medicine of mentors in general practice can be influenced by using medical students as academic detailers

Abstract: Knowledge and attitudes of GP mentors towards EBM can be improved by involving medical students as academic detailers. Further studies should explore the effectiveness of this method among GPs that are not mentors, and who do not have a specialization or research degree.

Cited by 3 publications

References 21 publications

Awareness, attitudes, barriers, and knowledge about evidence-based medicine among family physicians in Croatia: a cross-sectional study

Awareness, attitudes, barriers, and knowledge about evidence-based medicine among family physicians in Croatia: a cross-sectional study

Web-Based Educational Intervention to Improve Knowledge of Systematic Reviews Among Health Science Professionals: Randomized Controlled Trial

How to choose an evidence-based medicine knowledge test for medical students? Comparison of three knowledge measures

Contact Info

Product

Resources

About