Practical Evidence-Based Medicine at the Student-to-Physician Transition: Effectiveness of an Undergraduate Medical Education Capstone Course

Anderson, Caitlin R.; Haydek, John P.; Golub, Lucas; Leong, Traci; Smith, Dustin T.; Liebzeit, Jason; Dressler, Daniel D.

doi:10.1007/s40670-020-00970-9

Cited by 2 publications

(3 citation statements)

References 14 publications

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“…Participants. The participants in this retrospective study were 2,100 undergraduate students (aged [20][21][22][23] in clinical medicine at Zunyi Medical University (ZMU) in Zunyi, Guizhou, China, who took an EBM course during the 2018-2021 academic year. We excluded students who failed the course, were repeating the course, or exceeded the acceptable number of absences.…”

Section: Methodsmentioning

confidence: 99%

“…Evidence-based medicine (EBM) is a compulsory basic course of clinical medicine, preventive medicine, and most other medical specialities in medical colleges. Learning EBM helps prepare students to align the best research evidence and clinical expertise with patients' unique values and personal circumstances [19,20]. Many countries, including China, teach EBM in their medical colleges and universities because studies show that it can improve medical students' critical thinking, clinical problem-solving, innovation, learning motivation, attitudes, knowledge, and self-reported critical appraisal skills [21].…”

mentioning

confidence: 99%

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Online Education Isn’t the Best Choice: Evidence-Based Medical Education in the Post-epidemic Era—A Cross-Sectional Study

Liu

Liang

Liu

et al. 2023

Preprint

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Background The COVID-19 pandemic led many educational institutions to shift to online courses, making blended education a significant trend in teaching. We examined the effectiveness of blended learning in an evidence-based medicine course.Methods We compared the examination scores of a blended learning group, an online only group, and a traditional offline group and conducted a questionnaire survey on students’ preferences for different learning modes and the reasons for their preferences. A total of 2100 undergraduate students in clinical medicine were included in this cross-sectional study. Examination results were collected, and questionnaires were administered to the study participants. We compared the mean theoretical scores and exam pass rates of the three teaching groups using ANOVA and c2test for multiple comparisons.Results The blended group’s theoretical scores and pass rate were significantly higher than those of the offline and online groups. Furthermore, 71.6% preferred the blended teaching mode. Most students believed that blended teaching was the most effective mode—offline education: 7.86%; online education: 26.14%; blended education: 66%. Subsequently, in a questionnaire administered to a blended group of students, their foremost reason for liking online instruction was ‘flexible in time and space’ (99%), followed by ‘can be viewed repeatedly, facilitating a better understanding of knowledge points’ (98%). Their foremost reason for liking offline teaching was ‘helps to create a good learning atmosphere’ (97%), followed by ‘teachers can control students’ learning status in real time’ (89%).Conclusions This study explored the effectiveness of learning in evidence-based medicine courses by comparing the learning outcomes and personal perceptions of three different teaching modes. This is the first cross-sectional study in which three different teaching models are compared and discussed in an evidence-based medicine course. We also elaborate on the specific instructional protocols for each model. This study shows that using a blended education approach in evidence-based medicine courses can improve students’ learning motivation, autonomy, and satisfaction. It also enhances instructional efficiency, thereby improving students’ understanding of the course content.

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Section: Methodsmentioning

confidence: 99%

mentioning

confidence: 99%

Online Education Isn’t the Best Choice: Evidence-Based Medical Education in the Post-epidemic Era—A Cross-Sectional Study

Liu

Liang

Liu

et al. 2023

Preprint

View full text Add to dashboard Cite

show abstract

“…Evidence-based medicine (EBM) is a compulsory basic course of clinical medicine, preventive medicine, and most other medical specialities in medical colleges. Learning EBM helps prepare students to align the best research evidence and clinical expertise with patients’ unique values and personal circumstances [ 19 , 20 ]. Many countries, including China, teach EBM in their medical colleges and universities because studies show that it can improve medical students’ critical thinking, clinical problem-solving, innovation, learning motivation, attitudes, knowledge, and self-reported critical appraisal skills [ 21 ].…”

Section: Introductionmentioning

confidence: 99%

Online education isn’t the best choice: evidence-based medical education in the post-epidemic era—a cross-sectional study

Zhang,

Liu,

Liang

et al. 2023

BMC Med Educ

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Background The COVID-19 pandemic led many educational institutions to shift to online courses, making blended education a significant trend in teaching. We examined the effectiveness of blended learning in an evidence-based medicine course. Methods We compared the examination scores of a blended learning group, an online only group, and a traditional offline group and conducted a questionnaire survey on students’ preferences for different learning modes and the reasons for their preferences. A total of 2100 undergraduate students in clinical medicine were included in this cross-sectional study. Examination results were collected, and questionnaires were administered to the study participants. We compared the mean scores and exam pass rates of the three teaching groups using ANOVA and c2test for multiple comparisons. Results The blended group’s exam scores and pass rate were significantly higher than those of the offline and online groups. Furthermore, 71.6% preferred the blended teaching mode. In the survey on " learning effectiveness”, the majority of the students believed that blended education could better enhance the initiative of learning, the interest of the course, the pertinence of the learning content, the comprehension of evidence-based medical thinking, and the basic skills of evidence-based practice. Subsequently, in a questionnaire administered to a blended group of students, their foremost reason for liking online instruction was ‘flexible in time and space’ (99%), followed by ‘can be viewed repeatedly, facilitating a better understanding of knowledge points’ (98%). Their foremost reason for liking offline teaching was ‘helps to create a good learning atmosphere’ (97%), followed by ‘teachers can control students’ learning status in real time’ (89%). Conclusions This study explored the effectiveness of learning in evidence-based medicine courses by comparing the learning outcomes and personal perceptions of three different teaching modes. This is the first cross-sectional study in which three different teaching models are compared and discussed in an evidence-based medicine course. We also elaborate on the specific instructional protocols for each model. This study shows that using a blended education approach in evidence-based medicine courses can improve students’ learning motivation, autonomy, and satisfaction. It also enhances instructional efficiency, thereby improving students’ understanding of the course content.

show abstract

Practical Evidence-Based Medicine at the Student-to-Physician Transition: Effectiveness of an Undergraduate Medical Education Capstone Course

Cited by 2 publications

References 14 publications

Online Education Isn’t the Best Choice: Evidence-Based Medical Education in the Post-epidemic Era—A Cross-Sectional Study

Online Education Isn’t the Best Choice: Evidence-Based Medical Education in the Post-epidemic Era—A Cross-Sectional Study

Online education isn’t the best choice: evidence-based medical education in the post-epidemic era—a cross-sectional study

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