scholarly journals Wikipedia: A Medical Student Educational Project to Edit Wikipedia in Preparation for Practicing Evidence-Based Pain Medicine

2020 ◽  
Vol 7 ◽  
pp. 238212052095969
Author(s):  
Diana Kantarovich ◽  
Hanna B Vollbrecht ◽  
Sebastian A Cruz ◽  
Hector Castillo ◽  
Cody S Lee ◽  
...  
Keyword(s):  
Chronic Pain ◽  
Medical Students ◽  
Evidence Based Medicine ◽  
Medical Information ◽  
Medical Curriculum ◽  
Evidence Based ◽  
Online Information ◽  
Pain Medicine ◽  
Based Medicine

Objective: Wikipedia is commonly used to acquire information about various medical conditions such as chronic pain. Ideally, better online pain management content could reduce the burden of opioid use disorders. Our goal was to improve the quality of the content available on Wikipedia to make it more accurate and applicable to medical students and the general public while training medical students to practice evidence-based medicine and critically assess their sources of information. Methods: An elective class in Neuroscience, Pain, and Opioids composed of 10 medical students met biweekly to discuss landmark and practice-changing research articles in the fields of acute pain, chronic pain, and opioid management. The professor chose Wikipedia articles relevant to this course. Three independent viewers analyzed the quality of citations, anecdotal medical content, and content value for both patients and medical professionals. As part of their coursework, students then edited the Wikipedia articles. Results: Although some of the Wikipedia pain topic content (6.7% ± 2.0) was anecdotal, financially biased, or inconsistent with Western Medical Practice content, overall articles included primarily high-quality citations (85.6% ± 3.1). On a 0-5 Likert scale, students felt content would be moderately helpful for both medical students/professionals (3.4 ± 0.2) and laypersons (3.5 ± 0.2). Editing and adding citations was feasible, but novel material was often reverted. Conclusion: A significant amount of pain medicine content was relevant and amenable to student editing. Therefore, future use of this tactic could provide a unique opportunity to integrate evidence-based medicine into the medical curriculum and have a direct impact on the widely available medical information. Future refinement in the editorial process may also further improve online information.

Quality Assurance in Evidence-Based Medicine

2010 ◽  
pp. 86-99
Author(s):  
Ioannis Apostolakis ◽  
Periklis Valsamos ◽  
Iraklis Varlamis
Keyword(s):  
Quality Assurance ◽  
Evidence Based Medicine ◽  
Medical Information ◽  
Building Blocks ◽  
Careful Examination ◽  
Evidence Based ◽  
The Individual ◽  
Based Medicine ◽  
Critical Overview

Evidence-based medicine (EBM) refers to the careful examination of all the available evidence when making decisions about the care of the individual patient. It assumes that well known medical practices and solutions are combined with the patient’s preferences and necessities in order to provide the most appropriate solution per case. The abundance of medical information in the web, the expansion of Semantic Web and the evolution of search services allowed the easier retrieval of scientific articles. Although the available infrastructure exists and continuously improves in performance, EBM still remains a complicated and sensitive process of high importance and has a need for Quality Assurance (QA). The purpose of this chapter is twofold: first, to provide an introduction on the concepts of Evidence-based Medicine, and second, to stress the necessity for structured methodologies that will assure the quality of the EBM process and ameliorate the final recommendations therapy. Since evidences are the building blocks of EBM, we capitalize on their quality and provide a critical overview of the existing methodologies in Quality Assurance of evidences.

scholarly journals Development and evaluation of an evidence-based medicine module in the undergraduate medical curriculum

2020 ◽  
Author(s):  
Abeer Salem Al Shahrani
Keyword(s):  
Medical Students ◽  
Study Design ◽  
Evidence Based Medicine ◽  
Clinical Decision Making ◽  
Medical Curriculum ◽  
Control Group ◽  
Evidence Based ◽  
Fresno Test ◽  
Post Test ◽  
Based Medicine

Abstract Background: Evidence-based medicine (EBM) is a core competence in both undergraduate and postgraduate medical curricula. However, its integration into curricula varies widely. Our study will help medical colleges develop, implement and evaluate their EBM courses. We assessed the effectiveness of workshops in improving critical appraisal skills among medical students.Methods: A before-and-after study design without a control group was used. A 5-week short EBM module including lectures, workshops, and online search sessions was conducted with 52 fourth-year medical students during their primary healthcare course at the College of Medicine, Princess Nourah bint Abdulrahman University. Statistical analysis was performed using SPSS statistical software (version 20, SPSS Inc., Chicago, US). Parametric tests as well as Student’s paired t-test for pre- and post-test comparisons were used.Results: Forty-nine (49) participants completed the pre- and post-training Fresno tests, and 44.9% of the participants had a GPA of 4.0 or higher. The mean Fresno test score increased from 45.63 (SD 21.89) on the pre-test to 64.49 (SD 33.31) on the post-test, with significant improvements in the following items: search strategies, relevance, internal validity, magnitude and significance of results, statistical values of diagnosis studies (sensitivity, specificity, and LR), statistical values of therapy studies (ARR, RRR, and NNT), and best study design for diagnosis and prognosis (P<0.05).Conclusion: This study supports that a short course in EBM that is incorporated into the undergraduate curriculum, especially in the clinical years, might be effective in improving medical students’ knowledge and skills in EBM. However, prospective studies are necessary to assess the long-term impact of these interventions and ultimately their effectiveness for clinical decision making. Trial registration: not applicable

scholarly journals Development and evaluation of an evidence-based medicine module in the undergraduate medical curriculum

2020 ◽  
Author(s):  
Abeer Salem Al Shahrani
Keyword(s):  
Medical Students ◽  
Study Design ◽  
Evidence Based Medicine ◽  
Clinical Decision Making ◽  
Medical Curriculum ◽  
Control Group ◽  
Evidence Based ◽  
Fresno Test ◽  
Post Test ◽  
Based Medicine

Abstract Background: Evidence-based medicine (EBM) is a core competence in both undergraduate and postgraduate medical curricula. However, its integration into curricula varies widely. Our study will help medical colleges develop, implement and evaluate their EBM courses. We assessed the effectiveness of workshops in improving critical appraisal skills among medical students. Methods A before-and-after study design without a control group was used. A 5-week short EBM module including lectures, workshops, and online search sessions was conducted with 52 fourth-year medical students during their primary healthcare course at the College of Medicine, Princess Nourah bint Abdulrahman University. Statistical analysis was performed using SPSS statistical software (version 20, SPSS Inc., Chicago, US). Parametric tests as well as Student’s paired t-test for pre- and post-test comparisons were used. Results Forty-nine (49) participants completed the pre- and post-training Fresno tests, and 44.9% of the participants had a GPA of 4.0 or higher. The mean Fresno test score increased from 45.63 (SD 21.89) on the pre-test to 64.49 (SD 33.31) on the post-test, with significant improvements in the following items: Searching strategies, Relevance, Internal validity, Magnitude & significance of results, Statistical values of diagnosis studies (sensitivity, specificity, and LR), Statistical values of therapy studies (ARR, RRR, and NNT), and Best study design for diagnosis and prognosis (P < 0.05). Conclusion This study supports that short course in EBM that is incorporated into the undergraduate curriculum especially in the clinical years might be effective in improving medical students’ knowledge and skills in EBM. However, prospective studies are necessary to assess the long-term impact of these interventions and ultimately their effectiveness for clinical decision making.

scholarly journals Publication by association: how the COVID-19 pandemic has shown relationships between authors and editorial board members in the field of infectious diseases

2021 ◽  
pp. bmjebm-2021-111670
Author(s):  
Clara Locher ◽  
David Moher ◽  
Ioana Alina Cristea ◽  
Florian Naudet
Keyword(s):  
Infectious Diseases ◽  
Evidence Based Medicine ◽  
Medical Community ◽  
Board Members ◽  
Evidence Based ◽  
Ripple Effect ◽  
New Type ◽  
Based Medicine

During the COVID-19 pandemic, the rush to scientific and political judgements on the merits of hydroxychloroquine was fuelled by dubious papers which may have been published because the authors were not independent from the practices of the journals in which they appeared. This example leads us to consider a new type of illegitimate publishing entity, ‘self-promotion journals’ which could be deployed to serve the instrumentalisation of productivity-based metrics, with a ripple effect on decisions about promotion, tenure and grant funding, but also on the quality of manuscripts that are disseminated to the medical community and form the foundation of evidence-based medicine.

Assessing the FACTTS: An Evidence-Based Medicine and Critical Appraisal Course for Medical Students

2013 ◽  
Vol 32 (2) ◽  
pp. 209-218 ◽  
Author(s):  
John W. W. Cyrus ◽  
David C. Duggar ◽  
Deidra Woodson ◽  
Donna F. Timm ◽  
Jerry W. McLarty ◽  
...  
Keyword(s):  
Medical Students ◽  
Evidence Based Medicine ◽  
Critical Appraisal ◽  
Evidence Based ◽  
Based Medicine
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