Peer-teaching of evidence-based medicine

Rees, Eliot L; Sinha, Yashashwi; Chitnis, Abhishek; Archer, James E.; Fotheringham, Victoria; Renwick, Stephen P.

doi:10.1111/tct.12144

Cited by 18 publications

(33 citation statements)

References 7 publications

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“…This follows the results of a peer-taught EBM workshop held at The UK National Institute for Health and Care Excellence (NICE) [15]. We also proved efficacy similar to a two day face to face expert-taught course, previously held in Syria by Al-Ahdab et al The difference between the two courses was non-statistically significant [11].…”

Section: Discussionsupporting

confidence: 78%

“…Participants improved with a mean increase in the Berlin questionnaire score of 2 marks. Yielding an almost identical increase in EBM knowledge to expert-taught face to face courses [11, 15, 19]. …”

Section: Discussionmentioning

confidence: 99%

“…Another approach is peer organised courses which cost less, need less highly experienced staff, and make it possible to generate new peers from one expert. Yet are effective in increasing self-reported confidences [15]. There is still however a lack of knowledge with regards to the effectiveness of these approaches in developing countries.…”

Section: Introductionmentioning

confidence: 99%

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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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Section: Discussionsupporting

confidence: 78%

Section: Discussionmentioning

confidence: 99%

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

et al. 2017

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“…Rees et al. () have discussed how peer teaching has proved beneficial for an effective delivery of evidence based medicine in one UK medical school. Their study, together with Rowley, Johnson, Sbaffi and Weist () and Sbaffi, Johnson, Griffith, Rowley and Weist (), is the only literature available on peer teaching of evidence based practice for undergraduate students, and all of them report the NICE student champion scheme as key example, highlighting a gap in the knowledge.…”

Section: Introductionmentioning

confidence: 99%

Peer teaching and information retrieval: the role of the NICE Evidence search student champion scheme in enhancing students’ confidence

Sbaffi

Hallsworth

Weist

2018

Health Info Libraries J

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“…Medical schools should continue to teach the principles of evidence-based medicine (EBM) as part of their undergraduate curriculum. Paediatric trainees should be encouraged to include EBM into their clinical practice and learn how to overcome barriers that they may experience when attempting to apply its principles (9). Their priority should also be to ask the question ‘Why?’ trying to use their acquired knowledge ‘to answer practical clinical questions’ (2).…”

mentioning

confidence: 99%