Learning needs analysis to guide teaching evidence-based medicine: knowledge and beliefs amongst trainees from various specialities

Hadley, Julie; Wall, David; Khan, Khalid S.

doi:10.1186/1472-6920-7-11

Cited by 55 publications

(66 citation statements)

References 13 publications

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“…At the same time, it should be emphasized that almost all Italian physicians of our sample demonstrate a high level of interest in further education to improve methodological knowledge about RCTs and meta-analyses, consistently with the findings of other surveys carried out in several countries. 2,6,9,22 There is a clear need of more effective training concerning methods to evaluate efficacy/effectiveness of health interventions. [23][24][25][26][27][28][29] Limitations of this study should be acknowledged.…”

Section: Discussionmentioning

confidence: 99%

Physicians' knowledge, attitudes and professional use of RCTs and meta-analyses: A cross-sectional survey

Vito¹,

Nobile

Furnari

et al. 2009

The European Journal of Public Health

113

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Background: Familiarity with Randomized Control Trials (RCTs) and meta-analyses is essential to practice Evidence Based Medicine (EBM). The aims of this study were to describe knowledge, attitudes and professional behavior of physicians towards methods to evaluate the efficacy of health interventions, particularly meta-analysis and to find out their possible associated factors. Methods: A cross-sectional survey was carried out on a random sample of Italian physicians through a self-administered questionnaire. Results: A response rate of 70.1% was achieved (654 questionnaires). Despite satisfactory knowledge and substantial positive attitudes, Italian physicians have not integrated the use of RCTs and meta-analyses into their practice to a large extent, because they infrequently read and use RCTs and meta-analyses to make decisions in clinical practice. There is a high correlation between knowledge, attitudes and professional use of RCTs and meta-analyses. Moreover, the results of our multivariate analysis show that the probability of an appropriate professional use, that is higher for doctors who know the English language, have internet access and dedicate a proper amount of time to continuing medical education, increases significantly with a previous exposure to meta-analysis during graduate/ post-graduate training (OR 2.25, 95% CI 1.44-3.52), and with the attendance of post-graduate courses about EBM (OR 1.75, 95% CI 1.09-2.82). Finally, Italian physicians demonstrate a high level of interest in further training. Conclusions: The association between the EBM educational background of doctors and the appropriate professional use of RCTs and meta-analyses suggest that EBM training may promote a more evidence-based practice among physicians.

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Section: Discussionmentioning

confidence: 99%

Physicians' knowledge, attitudes and professional use of RCTs and meta-analyses: A cross-sectional survey

Vito¹,

Nobile

Furnari

et al. 2009

The European Journal of Public Health

113

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“…This may be attributed to previous training in EBM within the deanery. Several questionnaire surveys to address junior doctors' knowledge and beliefs concerning EBM have been undertaken in the deanery 17,18 which has fostered an educational environment that promotes the use of EBM in clinical practice. The participants may have been more aware and self-motivated than trainees generally.…”

Section: Methodological Limitationsmentioning

confidence: 99%

Effectiveness of an e-learning course in evidence-based medicine for foundation (internship) training

et al. 2010

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SummaryAim To evaluate the educational effectiveness of a clinically integrated e-learning course for teaching basic evidence-based medicine (EBM) among postgraduate medical trainees compared to a traditional lecture-based course of equivalent content.Methods We conducted a cluster randomized controlled trial to compare a clinically integrated e-learning EBM course (intervention) to a lecture-based course (control) among postgraduate trainees at foundation or internship level in seven teaching hospitals in the UK West Midlands region. Knowledge gain among participants was measured with a validated instrument using multiple choice questions. Change in knowledge was compared between 288 groups taking into account the cluster design and adjusted for covariates at baseline using generalized estimating equations (GEE) model. DECLARATIONS Competing interests None declared Funding ResultsThere were seven clusters involving teaching of 237 trainees (122 in the intervention and 115 in the control group). The total number of postgraduate trainees who completed the course was 88 in the intervention group and 72 in the control group. After adjusting for baseline knowledge, there was no difference in the amount of improvement in knowledge of EBM between the two groups. The adjusted post course difference between the intervention group and the control group was only 0.1 scoring points (95% CI −1.2-1.4).Conclusion An e-learning course in EBM was as effective in improving knowledge as a standard lecture-based course. The benefits of an e-learning approach need to be considered when planning EBM curricula as it allows standardization of teaching materials and is a potential cost-effective alternative to standard lecture-based teaching. AimAcquiring knowledge, skills and attitudes to practice evidence-based medicine (EBM) is a core competence for all junior doctors.1 For EBM teaching and learning to be effective it should be clinically integrated.2 However, the majority of teaching of EBM and critical appraisal takes place in the classroom away from a clinical setting. Integrating EBM teaching into a clinical setting is not a straightforward task and risks distracting from service delivery as it can be time-consuming. The pool of teachers trained in providing face-to-face teaching on the foot is limited. 3To address the lack of time and capacity to deliver EBM teaching on the go, we developed an e-learning EBM course for just-in-time learning through on-thejob training for postgraduate medical trainees.4,5 Its feasibility was piloted in different languages and settings across five European countries in a before-andafter study. It showed that knowledge improved significantly and both trainees and tutors found the e-learning course acceptable.5 How would such a course fare against delivery of equivalent content in the traditional lecture mode during foundation (internship) training? We determined the effect of the e-EBM course on participant's knowledge of EBM in a randomized controlled trial. Methods DesignWe conducted a cluster r...

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“…At present, with two decades of the existence of the Internet it might seem that efficient medical literature searching is part of information literacy, but actually it is not. As reported by some authors (Hadley et al, 2007;Ilic et al 2011), a skill to efficiently retrieve best evidence still remains a crucial step in achieving competency in evidence-based practice. The integration of search skills training into evidence-based clinical curricula is a powerful tool to demonstrate students the importance and practical use of evidence-based medicine principles.…”

Section: Evidence-based Medicinementioning

confidence: 99%

Medical Education for YouTube Generation

Potomková¹,

Mihál²,

Schwarz³

2012

E-Learning - Engineering, on-Job Training and Interactive Teaching

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Learning needs analysis to guide teaching evidence-based medicine: knowledge and beliefs amongst trainees from various specialities

Cited by 55 publications

References 13 publications

Physicians' knowledge, attitudes and professional use of RCTs and meta-analyses: A cross-sectional survey

Physicians' knowledge, attitudes and professional use of RCTs and meta-analyses: A cross-sectional survey

Effectiveness of an e-learning course in evidence-based medicine for foundation (internship) training

Medical Education for YouTube Generation

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