Medical students’ attitudes on and experiences with evidence‐based medicine: a qualitative study

Ghojazadeh, Morteza; Hajebrahimi, Sakineh; Azami-Aghdash, Saber; Azar, Fatemeh Pournaghi; Keshavarz, Majid; Naghavi-Behzad, Mohammad; Hazrati, Hakimeh

doi:10.1111/jep.12191

Cited by 22 publications

(18 citation statements)

References 55 publications

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“…All studies mentioned show the orientation of physicians about the importance of learning and teaching EBM for practice. It seems that the implementation of EBM in medical curricula would be welcomed, as concluded in recent literature 30 31…”

Section: Discussionmentioning

confidence: 87%

Ophthalmologist knowledge of evidence-based medicine and clinical practice guideline recommendations

et al. 2016

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The use of clinical practice guidelines (CPGs) saves time and provides the highest level of evidence, allowing busy ophthalmologists to make the best clinical decisions in a short amount of time. The aim of this study is to evaluate Iranian ophthalmologists’ knowledge and attitudes toward evidence-based medicine (EBM), and knowledge of CPGs. We performed a cross-sectional survey during the Annual Congress of the Iranian Society of Ophthalmology (November 2011). We administered 2 questionnaires regarding ophthalmologists’ attitudes towards EBM and self-reported clinical practices to a self-selected sample of ophthalmologists who volunteered to be surveyed. We employed descriptive statistics and unadjusted associations to describe the results. Of 556 attendees, 100 ophthalmologists responded to the first questionnaire, and 60% of them answered the second questionnaire. Although 83% had heard about EBM, only 11% knew what EBM was. Ninety-five percent of respondents believed in evidence-based ophthalmology training. Few understood EBM terminology. More than 60% of ophthalmologists surveyed had no familiarity with the Cochrane Library, MDConsult or Turning Research Into Practice (TRIP databases. Of the ophthalmologists surveyed, 26% implemented guidelines for problem solving, and 59% utilised the internet for finding clinical guidelines. The mean proportions of correct response to evidence-based cataract and glaucoma management questions were 68 and 56, respectively. Iranian ophthalmologists had a fair to poor knowledge but good attitudes towards EBM. Improving evidence-based knowledge and attitudes may be a component of improving Iranian ophthalmologists’ clinical practices.

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Section: Discussionmentioning

confidence: 87%

Ophthalmologist knowledge of evidence-based medicine and clinical practice guideline recommendations

et al. 2016

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“…Many studies have addressed teaching EBM skills and knowledge to medical students and health professionals, and changing attitudes towards EBM in both developed and developing countries [10, 11]. In light of recent lack of safety, and lack of both human and material resources in the Middle East and North Africa region, more flexible and affordable means are necessary.…”

Section: Discussionmentioning

confidence: 99%

“…The barriers to EBM awareness in developing countries are several; in Iran, a systematic review was conducted to investigate obstacles to EBM, to find the most important factors which were; the absence of proper facilities, positive attitudes and adequate training [10]. In Syria, Alahdab et al explored the barriers to EBM awareness in 2012, and reported that the most important barriers were; the absence of EBM curricula, equipment and facilities, in addition to difficulties in accessing information, institutional subscriptions to medical journals, and sufficient IT hardware [11].…”

Section: Introductionmentioning

confidence: 99%

Multiple strategy peer-taught evidence-based medicine course in a poor resource setting

et al. 2017

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BackgroundTeaching Evidence Based Medicine (EBM) is becoming a priority in the healthcare process. For undergraduates, it has been proved that integrating multiple strategies in teaching EBM yields better results than a single, short-duration strategy. However, there is a lack of evidence on applying EBM educational interventions in developing countries. In this study, we aim to evaluate the effectiveness of a multiple strategy peer-taught online course in improving EBM awareness and skills among medical students in two developing countries, Syria and Egypt.MethodsWe conducted a prospective study with pre- and post- course assessment of 84 medical students in three universities, using the Berlin questionnaire and a set of self-reported questions which studied the students’ EBM knowledge, attitude and competencies. The educational intervention was a peer-taught online course consisting of six sessions (90 min each) presented over six weeks, and integrated with assignments, group discussions, and two workshops.ResultsThe mean score of pre- and post-course Berlin tests was 3.5 (95% CI: 2.94–4.06) and 5.5 (95% CI: 4.74–6.26) respectively, increasing by 2 marks (95% CI: 1.112–2.888; p-value <0.001), which indicates a statistically significant increase in students’ EBM knowledge and skill, similar to a previous expert-taught face to face contact course. Self-reported confidences also increased significantly. However, our course did not have a major effect on students’ attitudes toward EBM (1.9–10.8%; p-value: 0.12–0.99).ConclusionIn developing countries, multiple strategy peer-taught online courses may be an effective alternative to face to face expert-taught courses, especially in the short term.Electronic supplementary materialThe online version of this article (doi:10.1186/s12909-017-0924-1) contains supplementary material, which is available to authorized users.

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“…It seems that we could obtain more accurate results by reviewing the comments of other students. Finally, regarding the potentiality of qualitative studies, [18][19][20] we recommend that other qualitative studies with the same topic be performed to provide a strengthened foundation for TSOs. This study was designed regarding the condition of 4th and 5th Olympiads.…”

Section: Resultsmentioning

confidence: 99%

Role of Talented Student Office in Encouraging Medical Science Students for Participating in Scientific Olympiads

Vahedi¹,

Ghojazadeh²,

Aghdash³

et al. 2016

Res dev med edu

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Introduction: Scientific Olympiads and the Talented Student Office (TSO) are two strategies for the identification and training of gifted and talented medical science students. The aim of the present study is to identify students' viewpoints about the facilities and privileges of the TSO in stimulating them to participate in the Medical Science Olympiad. Methods: This study was a cross-sectional descriptive study and all participating in the 4th and 5 th National Medical Science Olympiad in Iran from 2011 to 21012 were selected using the census method. The validity of a researcher-made questionnaire was confirmed by experts. The content validity index (CVI) was 0.95. Reliability was evaluated using Cronbach's alpha (α=0.8) and the test-retest method (ICC=0.85). Descriptive statistics including frequency, percent, mean and standard deviation were calculated by SPSS 19. Results: In total, 261 students responded to the questionnaires. About 36% of participants in this study had low or very low familiarity with regulations of the TSO. Continuing education to higher levels (master's, Ph.D., residency) and being recruited as a faculty member were the most motivational factors for participation and the least was the permission to select more courses (up to 27 units).

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Medical students’ attitudes on and experiences with evidence‐based medicine: a qualitative study

Cited by 22 publications

References 55 publications

Ophthalmologist knowledge of evidence-based medicine and clinical practice guideline recommendations

Ophthalmologist knowledge of evidence-based medicine and clinical practice guideline recommendations

Multiple strategy peer-taught evidence-based medicine course in a poor resource setting

Role of Talented Student Office in Encouraging Medical Science Students for Participating in Scientific Olympiads

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