scholarly journals A Pragmatic Trial of Active Versus Passive Teaching for Clinically Integrating Evidence Based Medicine Teaching in an Undergraduate Medical School.

2020 ◽  
Author(s):  
Bharathy Kumaravel ◽  
Claire Stewart ◽  
Dragan Ilic
Keyword(s):  
Medical School ◽  
Evidence Based Medicine ◽  
Teaching Model ◽  
Evidence Based ◽  
Group Discussions ◽  
Clinical Placements ◽  
Active Teaching ◽  
Significant Difference ◽  
Small Group Discussions ◽  
Based Medicine

Abstract Background Clinically integrated Evidence Based Medicine (EBM) teaching promotes higher order application of knowledge, skills, and behaviours. There is, however, limited evidence on the most efficient model for clinically integrating EBM teaching. The aim of this study was to test the feasibility of integrating EBM teaching into clinical placements in an undergraduate medical school and compare the effectiveness of two different methods of EBM teaching - active teaching and passive teaching. Methods Active teaching involved blended learning methods and facilitated small group discussions. Passive teaching involved self-directed small group discussions and a remote live telecast taught session. Students’ EBM competencies were assessed using the Assessing Competency in EBM (ACE tool) and Educational Prescriptions (EP) and in summative final professional written and clinical examinations.Results Education was delivered to 65 students, of whom 45 received active teaching, while 20 received passive teaching. Students receiving active teaching performed better in EPs (MD=-2.28, -4.31, -0.26). There was no significant difference in performances in the ACE tool (MD=-1.02, -2.20, 0.16); the written final professional exams (MD=-0.11, -0.65, 0.44) and the EBM OSCE stations (MD=-0.81, -2.38, 0.74). Conclusions It was feasible to integrate EBM teaching into clinical placements in an undergraduate medical school. Both active and passive methods were effective in delivering EBM teaching. While students in the active teaching model scored higher in EPs; there was no significant difference in performances in the ACE tool or the summative assessments. Scaffolding student learning or a spiral approach to EBM teaching model provides a great example of continually shifting the zone of proximal development.

scholarly journals Using Team-Based Learning to Teach Evidence-Based Medicine to First-Year Residents

2019 ◽  
Vol 36 (1) ◽  
pp. 60-68
Author(s):  
Mandana Akbarinejad Mousavi ◽  
Mitra Amini ◽  
Somayeh Delavari ◽  
Ali Seifi
Keyword(s):  
Medical School ◽  
Evidence Based Medicine ◽  
Instructional Strategy ◽  
Medical Residents ◽  
P Value ◽  
First Year ◽  
Evidence Based ◽  
Significant Difference ◽  
Team Based Learning ◽  
Based Medicine

Summary Team-based learning (TBL) is a well-established instructional strategy that provides students with the chance to apply conceptual knowledge through a series of actions, including pre-class, individual, team class activity, and immediate feedback. The purpose of the present study was to introduce a course of teaching the evidence-based medicine (EBM) to all first-year medical residents in different disciplines at Shiraz Medical School in Iran country using the TBL instructional strategy. The sample included 86 medical residents at Shiraz Medical School. This study had a quasi-experimental design and was conducted in 12 sessions of evidence-based medicine (EBM) based on team-based learning (TBL) strategy. The obtained data were analyzed using SPSS software. In all sections, the results of Individual Readiness Assurance Tests (IRATs) and Group Readiness Assurance Tests (GRATs) were added and calculated. Cronbach’s alpha test was implemented to evaluate the reliability of the questionnaires. For the descriptive analysis of data, descriptive statistics were used. ANOVA and T-test were used for analytic analysis. There was a significant difference in answering the questions between individual (3.73 ± 2.33) and group (4.71 ± 2.29) stages. Residents gained higher average grades on working in the team (P-value < 0.02). Results of residents’ response about satisfaction questionnaire are shown that the best scores belong to group activities in TBL. The results of this study showed that TBL could be used as an effective method for residents’ education in different disciplines.

The Fall of Psychopharmacology

2021 ◽  
pp. 305-322
Author(s):  
Edward Shorter
Keyword(s):  
New Zealand ◽  
Pharmaceutical Industry ◽  
Medical School ◽  
Evidence Based Medicine ◽  
Mood Stabilizers ◽  
Scientific Concept ◽  
Evidence Based ◽  
Clinical Neuroscience ◽  
Based Medicine

In 2012, Mickey Nardo forecast the end of an era during the height of the Age of Psychopharmacology and Clinical Neuroscience. Skeptical observers like Nardo asked the disquieting question of why SSRI/SNRIs, SGAs, and mood stabilizers were needed when psychiatrists were just prescribing ineffective drugs for non-existent conditions. Susanna Every-Palmer, a psychiatrist at the Otago Medical School in New Zealand, argued that evidence-based medicine in general was being discredited by the invasion of the pharmaceutical industry. Psychopharmacology was doomed as a scientific concept when it became a vehicle for promoting the pharmaceutical industry. Psychopharmacology’s scientific concept died when it became a trope for selling drugs.

scholarly journals EVIDENCE-BASED MEDICINE IN THE TIMES OF COVID-19: A CROSS-SECTIONAL SURVEY TO UNDERSTAND THE INDIAN PERSPECTIVE

2021 ◽  
Vol 5 (5) ◽  
Author(s):  
Karan B. Bhanushali ◽  
Nikita Gupta ◽  
Vinayak Mishra ◽  
Heena Asnani
Keyword(s):  
Decision Making ◽  
Clinical Experience ◽  
Evidence Based Medicine ◽  
Online Survey ◽  
Medical Literature ◽  
Evidence Based ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Significant Difference ◽  
Based Medicine

Introduction: During the COVID-19 pandemic, there is a tremendous amount of literature published regularly. In a country like India, historically, where there is a paternalistic approach to practicing medicine, there is a lot of hindrance to evidence-based medicine (EBM). Doctors have always weighed one's clinical experience superior over any other form of decision-making. This system of practice has made decision-making difficult for the physicians during this pandemic as COVID-19 is a reasonably new disease entity and the physicians lack enough 'prior experience' dealing with such a situation. Our survey tries to address the common barriers to evidence-based medical practices especially during the COVID-19 pandemic in India. We also try to explore the various source of information used by the doctors. Methods: It is a descriptive cross-sectional survey. The questions were provided in multiple-choice question format. An online survey comprising of 10 questions entitled “Hurdles faced by physicians to assimilate evidence-based guidelines on COVID-19” was made using Google Forms (Google Inc, California, US) and circulated through email to medical practitioners in the Ghatkopar (Mumbai, India) Medical Association's register from 17th June 2020 to 1st September 2020. Results: Our survey collected 213 responses, out of which 80.3% (n=171) of doctors were involved in care, counseling, or management of COVID-19 patients. The most opted primary sources for evidence-based information during this pandemic were teachings of/discussions with medical colleagues (71.4%, n=152), followed by online webinars (59.6%, n= 127) and social media (41.8%, n=89). When questioned about the main obstacles faced by them to obtain evidence-based information, the responses were as follows: Overload of medical literature (53.5%, n=114), limited access to quality resources (40.8%, n=87), unfamiliarity with the bio-statistics analysis (39%, n= 83), difficulty in locating relevant medical literature (38%, n=81), unfamiliarity with the research methodology (37.1%, n=79), lack of time (30%, n=64).  Our respondents' perspective concerning EBM attributes: 57.3% (n=122) think evidence-based practice takes their clinical experience into account. 93.4% (n=199) of them have shown an interest in broadening their skills. There was no significant difference between doctors' attitudes with less than 10 years and more than 10 years of experience (chi-square value = 0.857, p = 0.65). Conclusion: Our survey results highlight the balance maintained between evidence-based medicine and experience-based medicine by Indian physicians. They identify the importance of EBM while acknowledging its shortcomings. They realize the significance of developing their repertoire to understand, appraise, and practice EBM. Keywords: EBM, COVID-19

scholarly journals Delivering a medical school elective with massive open online course (MOOC) technology

2016 ◽  
Author(s):  
Robert Robinson
Keyword(s):  
Medical School ◽  
Small Group ◽  
Learning Objectives ◽  
Course Evaluations ◽  
Massive Open Online ◽  
Group Discussions ◽  
Personal Learning ◽  
Course Objectives ◽  
Significant Difference ◽  
Small Group Discussions

Introduction: The educational technology of massive open online courses (MOOCs) has been successfully applied in a wide variety of disciplines and are an intense focus of educational research at this time. Educators are now looking to MOOC technology as a means to improve professional medical education, but very little is known about how medical MOOCs compare with traditional content delivery. Methods: A retrospective analysis of the course evaluations for the Medicine as a Business elective by fourth year medical students at Southern Illinois University School of Medicine (SIU-SOM) for the 2012-2015 academic years was conducted. This course was delivered by small group discussions for 2012-2014 and delivered via MOOC technology in 2015. Learner ratings were compared between the two course delivery methods using routinely collected course evaluations. Results: Course enrollment has ranged from 6-19 students per year in the 2012-2015 academic years. Student evaluations of the course are favorable in the areas of effective teaching, accurate course objectives, meeting personal learning objectives, recommending the course to other students, and overall when rated on a 5 point Likert scale. Ratings show no statistically significant difference between the small group or MOOC format versions of the course (p = 1.00 for all comparisons). Discussion: Students found this elective to be an effective means of meeting their personal learning objectives when delivered in a small group discussion format or by using MOOC technology. The primary advantage of this new course format is flexibility of time and place for learners, allowing them to complete the course objectives when convenient for them. The course evaluations indicate this is a change that is acceptable to the target audience. Conclusions: This study shows that learner evaluations of a fourth year medical school elective course do not significantly differ when delivered in small group discussions or via MOOC technology. This suggests that MOOCs may be a reasonable format to deliver medical school courses.

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 Medical School—Managed Care Partnership to Teach Evidence-based Medicine

2000 ◽  
Vol 75 (5) ◽  
pp. 526-527 ◽  
Author(s):  
CHRISTINE C. MATSON ◽  
RICHARD D. MORRISON ◽  
JOHN A. ULLIAN
Keyword(s):  
Managed Care ◽  
Medical School ◽  
Evidence Based Medicine ◽  
Evidence Based ◽  
Based Medicine

scholarly journals The experiences, attitudes and understanding of research amongst medical students at an Australian medical school

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Jaidyn Muhandiramge ◽  
Tony Vu ◽  
Megan J. Wallace ◽  
Eva Segelov
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Medical School ◽  
Evidence Based Medicine ◽  
Free Text ◽  
Evidence Based ◽  
Research Experience ◽  
Student Research ◽  
Medical Student Research ◽  
Based Medicine

Abstract Background Research engagement plays an integral role in developing clinicians that practice effective, evidence-based medicine. Research participation by clinicians, however, is declining. Given the link between research during medical school and future research output, promotion of medical student research is one avenue by which this shortage can be addressed. Student research attitudes and participation in Australia are not well-documented in the literature. This study therefore aims to investigate research practices, motivators, and barriers amongst Australian medical students in order to determine whether there is a need for further integration of research within Australian medical school curriculums. Methods A cross-sectional study design was used to explore research experience and attitudes, as well as the enablers and barriers to research amongst students enrolled in all years of the five-year medical course at Monash University. A questionnaire was created by combining questions from several surveys on medical student research and comprised Likert scales, multiple choice options and free-text responses assessing research experience, attitudes, motivators, and barriers. Results Seven hundred and four respondents (69.4% female; survey response rate 36.7%) reported variable research experience and interest. Less than half of the cohort (n = 296; 44.9%) had contributed to a research project. Increasing employability for specialty training programs was the primary motivating factor (n = 345; 51.9%) for pursuing research, with only 20.5% (n = 136) citing an interest in academia as a motivator. Time constraints (n = 460; 65.3%) and uncertainty surrounding how to find research opportunities (n = 449; 63.8%) were the most common barriers to research. Conclusions Medical students at Monash University are interested in but have limited experience with research. Students are, however, primarily motivated by the prospect of increasing employability for specialist training; medical schools should therefore focus on encouraging intrinsic motivation for pursuing research. Greater integration of research education and opportunities within medical school curricula may also be required to provide students with the skills necessary to both pursue research and practice evidence-based medicine.

scholarly journals A Longitudinal Medical School Evidence-Based Medicine Curriculum

MedEdPORTAL ◽  
2014 ◽  
Vol 10 (1) ◽  
Author(s):  
Colin West ◽  
Thomas Jaeger ◽  
Furman McDonald
Keyword(s):  
Medical School ◽  
Evidence Based Medicine ◽  
Evidence Based ◽  
Based Medicine
Sign in / Sign up

Export Citation Format

Share Document