scholarly journals Factors associated with medical student clinical reasoning and evidence based medicine practice

2015 ◽  
Vol 6 ◽  
pp. 142-148 ◽  
Author(s):  
Arpana R. Vidyarthi ◽  
Robert Kamei ◽  
Kenneth Chan ◽  
Sok-Hong Goh ◽  
Lek Ngee
Keyword(s):  
Medical Student ◽  
Clinical Reasoning ◽  
Evidence Based Medicine ◽  
Evidence Based ◽  
Factors Associated ◽  
Based Medicine

scholarly journals Challenges Facing New Educators: Expanding Teaching Strategies for Clinical Reasoning and Evidence-Based Medicine

2018 ◽  
Vol 13 (4) ◽  
pp. 359-366 ◽  
Author(s):  
Jessica L. Barrett ◽  
Craig R. Denegar ◽  
Stephanie M. Mazerolle
Keyword(s):  
Adult Learning ◽  
Learning Theory ◽  
Clinical Reasoning ◽  
Evidence Based Medicine ◽  
Research Evidence ◽  
Faculty Members ◽  
Evidence Based ◽  
New Faculty ◽  
Constructivist Learning Theory ◽  
Based Medicine

Context: It is the educator's responsibility to prepare the students to be clinicians who think and reason critically while integrating research evidence into practice. Those new to the role of faculty member, who lack clinical and teaching experience, face challenges in the classroom application of those concepts. Objective: To discuss the challenges facing new faculty members and present strategies for addressing them. Specific faculty challenges addressed include learning their roles as educators and teaching multifaceted concepts, such as clinical reasoning and evidence-based medicine. Background: Experience provides a framework for a professional to balance multiple demands, whether as a new instructor teaching or a clinician synthesizing information to determine a course of action. Many new educators do not have extensive experience either clinically or in the classroom. This can cause anxiety as educators are confounded by their roles and responsibilities. Students likewise lack experience and may not possess the ability to systematically analyze patient encounters or research evidence. Constructivist learning theory paired with adult learning principles can address the learning needs of faculty members and students alike. Recommendation(s): Programs must provide assistance for new faculty and implement strategies for students to learn reasoning skills. Use of constructivist learning theory and application of the adult learning model are ways to address these deficiencies. Integrating concepts of active learning and self-direction while aligning expectations and creating overlap between classroom and clinical domains can assist in addressing the challenges faced by new faculty and students. Conclusion(s): The systematic process of evidence-based decision making is grounded in utilizing evidence. Strategies must be identified and implemented throughout curricula to target and enhance students' abilities to organize and synthesize information. Educators must use new methods in their own learning and teaching to enhance their students' abilities. New faculty members in particular require assistance in negotiating their roles.

Factors associated with practicing evidence-based medicine among medical interns in Amhara regional state teaching hospitals, Northwest Ethiopia, 2020

2021 ◽  
Author(s):  
Delelegn Emwodew ◽  
Tesfahun Melese ◽  
Adamu Takele ◽  
Nebiyu Mesfine
Keyword(s):  
Clinical Practice ◽  
Evidence Based Medicine ◽  
Northwest Ethiopia ◽  
Teaching Hospitals ◽  
Multivariable Logistic Regression Analysis ◽  
Evidence Based ◽  
Factors Associated ◽  
Regional State ◽  
Medical Interns ◽  
Based Medicine

Abstract Background Evidence-based medicine (EBM) is an essential component of modern medical practice and crucial for patient safety and high-quality healthcare services. The purpose of this study is to assess the factors associated with practicing EBM among medical interns in Amhara regional state teaching hospitals, Northwest Ethiopia. Methods An institution based cross-sectional survey was conducted from March to April, 2020. Simple random sampling with proportional allocation was used. A total of 403 medical interns were included in the study. The data were collected using a structured self-administered questionnaire. Data were coded and entered in to Epi info 8.1 then exported to and analyzed by using SPSS 20.1. Multivariable logistic regression analysis method was used to identify the factors associated with the practice of EBM. Results From the total of 403 medical interns, 48.4% had good practices towards EBM. EBM knowledge, attitude towards EBM, ability to critically appraise evidence and having sufficient time to search for evidence were the factors significantly associated with EBM practice. Conclusion Medical interns have limited practice of integrating scientific evidence in to clinical practice. There is a need to setup EBM journal club, which helps to increase awareness and use of evidence, as well as assist medical interns and other clinical staffs to ensure the correct application of EBM in to clinical practice.

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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