scholarly journals A Study on How Using an Interactive Multimedia E-Book Improves Teachers’ Ability to Teach Evidence-Based Medicine, Depending on Their Seniority

2021 ◽  
Author(s):  
Yu-Hsuan Liao ◽  
Kuo-Shu Tang ◽  
Chih-Jen Chen ◽  
Ying-Hsien Huang ◽  
Mao-Meng Tiao
Keyword(s):  
Evidence Based Medicine ◽  
Clinical Teaching ◽  
Teaching Method ◽  
Control Group ◽  
Study Group ◽  
Evidence Based ◽  
Fresno Test ◽  
Before And After ◽  
Study Type ◽  
Based Medicine

Abstract Background Teaching evidence-based medicine (EBM) is not an easy task. The role of the electronic book (e-book) is a useful supplement to traditional methods for improving skills. Our aim is to use an e-book or PowerPoint to evaluate instructors’ teaching effects. Methods Our study group was introduced to learning evidence-based medicine (EBM) using an interactive e-book available on the Internet, while the control group used a PowerPoint presentation. We adopted the Modified Fresno test to assess EBM skills before and after their learning. EBM teaching sessions via e-book or PowerPoint were 20–30 minutes long, followed by students’ feedback. We adopted the Mann-Whitney U tests to compare teachers’ evaluation of their EBM skills and the students’ assessment of the teachers’ instruction. Results We found no difference of EBM skills between the two groups prior to their experimental learning. Physicians in the study group ranked higher in “Choose a case to explain which kind of research design is used for the study type of the question and explain your choice” (P = 0.011) and “How are the important results expressed in the articles found” (P = 0.023), which was assessed by the Modified Fresno test. Teaching effect was better in the e-book group than in the control group for the items, “I am satisfied with this lesson,” “The teaching was of high quality,” “This was a good teaching method,” and “It aroused my interest in EBM.” No difference was observed between the two groups in the physicians with more than 10 years’ experience. Conclusions The use of interactive e-books in clinical teaching can enhance teachers’ EBM skills and teaching and is thus clinically useful.

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 Validation of the Colorado Psychiatry Evidence-Based Medicine Test

2013 ◽  
Vol 5 (3) ◽  
pp. 412-416 ◽  
Author(s):  
Brian Rothberg ◽  
Robert E. Feinstein ◽  
Gretchen Guiton
Keyword(s):  
Test Data ◽  
Evidence Based Medicine ◽  
Interrater Reliability ◽  
Evidence Based ◽  
Expert Performance ◽  
Internal Reliability ◽  
Entry Level ◽  
Fresno Test ◽  
Before And After ◽  
Based Medicine

Abstract Background Evidence-based medicine (EBM) has become an important part of residency education, yet many EBM curricula lack a valid and standardized tool to identify learners' prior knowledge and assess progress. Objective We developed an EBM examination in psychiatry to measure our effectiveness in teaching comprehensive EBM to residents. Methods We developed a psychiatry EBM test using the validated EBM Fresno Test of Competence for family medicine. The test consists of case scenarios with open-ended questions. We also developed a scoring rubric and obtained reliability with multiple raters. Fifty-seven residents provided test data after completing 3, 6, 25, or 31 EBM sessions. The number of sessions for each resident was based on their length of training in our program. Results The examination had strong interrater reliability, internal reliability, and item discrimination. Many residents showed significant improvement on their examination scores when data were compared from tests taken before and after a sequence of teaching sessions. Also, a threshold for the level of expert on the examination was established using test data from 5 EBM teacher-experts. Conclusions We successfully developed a valid and reliable EBM examination for use with psychiatry residents to measure essential EBM skills as part of a larger project to encourage EBM practice for residents in routine patient care. The test provides information on residents' knowledge in EBM from entry level concepts through expert performance. It can be used to place incoming residents in appropriate levels of an EBM curriculum and to monitor the effectiveness of EBM instruction.

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 Efficacy of a complex intervention comprising the guideline evidence-based health information and a training programme on the quality of health information: study protocol of a randomised controlled trial

2020 ◽  
Author(s):  
Julia Lühnen ◽  
Birte Berger-Höger ◽  
Burkhard Haastert ◽  
Jana Hinneburg ◽  
Jürgen Kasper ◽  
...  
Keyword(s):  
Health Information ◽  
Evidence Based Medicine ◽  
Information Quality ◽  
Controlled Trial ◽  
Training Programme ◽  
Control Group ◽  
Evidence Based ◽  
Study Results ◽  
Based Medicine

Abstract Background Evidence-based health information (EBHI) is a prerequisite for informed and shared decision-making. The criteria for EBHI have been described comprehensively but the implementation in practice is still insufficient. The guideline evidence-based health information addresses providers of health information. Its goal is to improve the quality of health information. The evidence-based guideline emerged from the German Network for Evidence-based Medicine (DNEbM) and was published in February 2017. In addition, the competences of providers of health information were explored and a training programme was developed. Aim of this study is to evaluate the efficacy of a training programme addressing providers of health information to support the application of the guideline evidence-based health information. We expect the intervention to improve the quality of health information in comparison to provision of the guideline only. Methods The trial uses a superiority randomised control group design with ten months follow-up. 26 providers of health information (groups with up to ten members) will be enrolled to compare the intervention (guideline & training programme) with usual care (guideline publicly available). The 5-day training programme comprises an evidence-based medicine training module and a module to prepare the application of the guideline. The primary outcome parameter is the quality of the health information. Quality is operationalised as the extent of adherence to the guideline’s recommendations. Each provider will prepare a single health information informing a health-related decision on a freely chosen topic. The quality of this information will be rated using the Mapping Health Information Quality (MAPPinfo) checklist. An accompanying process evaluation will then be conducted. Discussion The study results will show whether the efficacy of the intervention justifies implementation of the training programme to enhance health information developers’ competences in evidence-based medicine and to ensure high quality EBHI in the long-term. Trial registration ISRCTN registry, registration number: ISRCTN96941060, Date: 7 March 2019, URL: http://www.isrctn.com/ISRCTN96941060

scholarly journals Evaluation of an Evidence-Based Medicine Curriculum in a PGY1 Pharmacy Residency Program Using the Fresno Test

2018 ◽  
Vol 82 (5) ◽  
pp. 6294
Author(s):  
Julie B. Cooper ◽  
Michelle Turner ◽  
Meera Patel ◽  
Jennifer Markle ◽  
Caron Amend ◽  
...  
Keyword(s):  
Residency Program ◽  
Evidence Based Medicine ◽  
Evidence Based ◽  
Fresno Test ◽  
Based Medicine

scholarly journals Brazilian version of the Fresno test of competence in Evidence-Based Medicine: a validation study

2019 ◽  
Vol 29 (1) ◽  
pp. 32295
Author(s):  
Margareth Rodrigues Salerno ◽  
Fábio Herrmann ◽  
Leticia Manoel Debon ◽  
Matheus Dorigatti Soldatelli ◽  
Gabriele Carra Forte ◽  
...  
Keyword(s):  
Medical Students ◽  
Psychometric Properties ◽  
Internal Consistency ◽  
Validation Study ◽  
Evidence Based Medicine ◽  
Evidence Based ◽  
Fresno Test ◽  
Brazilian Version ◽  
Significant Difference ◽  
Based Medicine

AIMS: To validate the Brazilian version of the Fresno test of competence in Evidence-Based Medicine.METHODS: This is a cross-sectional, validation study. Phase 1: translation of the Fresno instrument. Phase 2: validation of the translated version, which was tested in 70 undergraduate medical students. The psychometric properties evaluated were validity, internal consistency, and sensitivity to change.RESULTS: Overall, validity was adequate; most items showed a moderate to strong and significant correlation with the total score; there was an important and significant difference between both groups, with and without previous contact with Evidence-Based Medicine (median, 55 [IQ25-75, 45.2-61.7] vs. median, 18.5 [IQ25-75, 6.0-29.7]) (p <0.001). Internal consistency was also adequate (α-C 0.718), and sensitivity to change showed a considerable and significant difference between pre and post-test (median, 18.5 [IQ25-75, 6.0-29.7] vs. median, 44 [IQ25-75, 34.0-60.0]) (p <0.001).CONCLUSIONS: The Brazilian version of the Fresno test showed satisfactory psychometric properties, and it can now be used as a tool to assess the knowledge and skills of Evidence-Based Medicine in Brazilian medical students.

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