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 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.

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.

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 Incorporating Evidence Based Medicine in Medical Education and Health Care

2015 ◽  
Vol 101 (3) ◽  
pp. 18-23
Author(s):  
Bhaskaran Unnikrishnan ◽  
Darshan Bhagwan ◽  
Akshay Sethi ◽  
Rekha Thapar ◽  
Prasanna Mithra ◽  
...  
Keyword(s):  
Health Care ◽  
Medical Education ◽  
Evidence Based Medicine ◽  
Clinical Decision Making ◽  
Medical Curriculum ◽  
Evidence Based ◽  
Cross Sectional ◽  
Good Level ◽  
Education And Health ◽  
Based Medicine

A facility-based cross sectional study was carried out among 188 doctors working at the Kasturba Medical College in Mangalore, India, to assess the perception and practice of evidence based medicine (EBM) among medical professionals. Data was collected using a pre-tested questionnaire and results obtained were expressed in percentages. Results: The mean age of participants was 35 ± 8.33 years. A higher proportion of participants (n=182, 96.8%) referred to textbooks for information for clinical decision making. A majority of the participants (n=180, 95.8%) opined that evidence based medicine should be included in a medical curriculum. More than half of the participants (n=98, 52.1%) used PubMed. A majority (n=150, 79.8%) of the participants had a good level of self-rated confidence in evaluating research, while 55.3% (n=104) of the participants had a good level of self-rated confidence in their ability to conduct clinical appraisals. Lack of time and insufficient EBM skills were the major perceived barriers to practicing evidence based medicine. Conclusion: Positive attitudes and higher awareness regarding EBM among doctors in the present study compared to other reported literature is an encouraging finding. Medical regulators must utilize the best available evidence and experience in formulating policy on medical education and health care.

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