Faculty Opinions recommendation of Undergraduate medical student perceptions and use of Evidence Based Medicine: a qualitative study.

2011 ◽  
Author(s):  
Chad Whelan ◽  
Elizabeth Schulwolf
Keyword(s):  
Medical Student ◽  
Qualitative Study ◽  
Student Perceptions ◽  
Evidence Based Medicine ◽  
Undergraduate Medical Student ◽  
Evidence Based ◽  
Based Medicine

scholarly journals Challenges to the Practice of Evidence-Based Medicine during Residents’ Surgical Training: A Qualitative Study Using Grounded Theory

2003 ◽  
Vol 78 (11) ◽  
pp. 1183-1190 ◽  
Author(s):  
Mohit Bhandari ◽  
Victor Montori ◽  
P J. Devereaux ◽  
Sonia Dosanjh ◽  
Sheila Sprague ◽  
...  
Keyword(s):  
Grounded Theory ◽  
Qualitative Study ◽  
Surgical Training ◽  
Evidence Based Medicine ◽  
Evidence Based ◽  
Based Medicine

scholarly journals From Drug Literature Evaluation to Evidence-Based Medicine: Transforming the Focus of a First Year Pharmacy Curriculum

2016 ◽  
Vol 7 (2) ◽  
Author(s):  
Shannon Reidt ◽  
Keri Hager ◽  
James Beattie ◽  
Amy Pittenger ◽  
Maureen Smith ◽  
...  
Keyword(s):  
Student Performance ◽  
Student Perceptions ◽  
Evidence Based Medicine ◽  
Integrated Design ◽  
First Year ◽  
Evidence Based ◽  
And Performance ◽  
Pharmacy Curriculum ◽  
Based Medicine

This case study describes a longitudinal curricular sequence implemented to teach evidence-based medicine (EBM) skills. The longitudinal sequence is innovative in its approach, design, and assessment of EBM. This approach moves away from the conventional strategy of teaching drug information and drug literature evaluation as stand-alone courses and instead embraces the EBM Framework and its use in the context of authentic problem solving. The EBM Framework—Ask, Acquire, Appraise, and Apply—was used as the basis for defining seven EBM skills. These skills were targeted in the evidence-based, integrated design of 17 learning episodes delivered with eight faculty members through six courses in the first year. Student perceptions of relevance of EBM and performance on assessments and learning activities throughout the sequence suggest that integrating EBM across the first year of the curriculum is an effective strategy for teaching EBM skills. Three themes emerged from analysis of the data and experience, including the need for: a strong teaching team, a whole task approach with a focus on solving authentic problems, and care in interpreting the progression of assessments and patterns of student performance. Through instructor observations and peer review, the longitudinal sequence has been refined and has had an impact on the rest of the curriculum.   Type: Case Study

scholarly journals 777Teaching evidence-based medicine using authentic assessment the Whack-a-mole project

2021 ◽  
Vol 50 (Supplement_1) ◽  
Author(s):  
Basia Diug ◽  
Bethany Howard ◽  
Kenneth Harvey
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Student Perceptions ◽  
Real World ◽  
Evidence Based Medicine ◽  
Authentic Assessment ◽  
Evidence Based ◽  
Online Questionnaire ◽  
Authentic Assessments ◽  
Based Medicine

Abstract Introduction Authentic assessments facilitate student’s application of complex problem-solving skills and knowledge to real-world tasks. The whack-a-mole (WAM) project includes key critical thinking, biostatistics and epidemiology skills as well as elements of complexity and creativity skills that are particularly important when teaching evidence-based medicine to health professionals. Complementary and alternative medicines (CAMs) provide the current context as they are widely used in the Australian population making them an important subject amongst primary health care professional and policy makers. Aim To report student perceptions and learning after completion of the real-world authentic assessment WAM. Methods WAM required students to choose, document, investigate, identify, critically appraise and report on a complementary medication for sale in Australia. A total 464 students enrolled in a 3rd Biomedical Science capstone unit completed the WAM project report and video assessments in teams. Data on student perceptions was collected using an online questionnaire and analysed using SPSS 25 and NVIVO 11. Results The average overall mark for the WAM assessment was 52/60 (86%). 116 students (25%) completed the online questionnaire of which 92% of students indicated the whack-a-mole project changed their perceptions of complementary medicine and/or the regulation of goods and services in Australia. The majority of students found no (43%) or insufficient (55%) evidence to support product claims. These findings were supported by qualitative feedback. Conclusion Students applied the principles of EBM to the WAM project and in doing so altered their perceptions of CAM, regulation and scientific evidence. Key messages Authentic assessments play a key role in engaging student in real-world problem solving to advance their critical thinking and evidence-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.

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