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

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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Evaluating the impact of clinical librarians on clinical questions during inpatient rounds

Journal of the Medical Library Association JMLA ◽

10.5195/jmla.2018.254 ◽

2018 ◽

Vol 106 (2) ◽

Cited By ~ 4

Author(s):

Riley Brian ◽

Nicola Orlov ◽

Debra Werner ◽

Shannon K. Martin ◽

Vineet M. Arora ◽

...

Keyword(s):

Evidence Based Medicine ◽

Effective Means ◽

Median Number ◽

Evidence Based ◽

Test Quality ◽

Team Members ◽

Fresno Test ◽

Attending Rounds ◽

Based Medicine ◽

The Impact

Objective: The investigation sought to determine the effects of a clinical librarian (CL) on inpatient team clinical questioning quality and quantity, learner self-reported literature searching skills, and use of evidence-based medicine (EBM).Methods: Clinical questioning was observed over 50 days of inpatient pediatric and internal medicine attending rounds. A CL was present for 25 days and absent for 25 days. Questioning was compared between groups. Question quality was assessed by a blinded evaluator, who used a rubric adapted from the Fresno Test of Competence in Evidence-Based Medicine. Team members were surveyed to assess perceived impacts of the CL on rounds.Results: Rounds with a CL (CLR) were associated with significantly increased median number of questions asked (5 questions CLR vs. 3 NCLR; p<0.01) and answered (3 CLR vs. 2 NCLR; p<0.01) compared to rounds without a CL (NCLR). CLR were also associated with increased mean time spent asking (1.39 minutes CLR vs. 0.52 NCLR; p<0.01) and answering (2.15 minutes CLR vs. 1.05 NCLR; p=0.02) questions. Rounding time per patient was not significantly different between CLR and NCLR. Questions during CLR were 2 times higher in adapted Fresno Test quality than during NCLR (p<0.01). Select participants described how the CL’s presence improved their EBM skills and care decisions.Conclusions: Inpatient CLR were associated with more and improved clinical questioning and subjectively perceived to improve clinicians’ EBM skills. CLs may directly affect patient care; further study is required to assess this. CLs on inpatient rounds may be an effective means for clinicians to learn and use EBM skills.

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

10.21203/rs.3.rs-156325/v1 ◽

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.

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18 A multifaceted, clinically integrated evidence based medicine curriculum improves medical students’ competency as measured by the fresno test

10.1136/bmjebm-2019-ebmlive.26 ◽

2019 ◽

Author(s):

Bharathy Kumaravel ◽

Sagana Ratnakumar ◽

Holly Jenkins ◽

Jasmine Hearn ◽

Claire Stocker ◽

...

Keyword(s):

Medical Students ◽

Evidence Based Medicine ◽

Evidence Based ◽

Fresno Test ◽

Based Medicine

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Validation of the Fresno test of competence in evidence based medicine

BMJ ◽

10.1136/bmj.326.7384.319 ◽

2003 ◽

Vol 326 (7384) ◽

pp. 319-321 ◽

Cited By ~ 194

Author(s):

K. D Ramos

Keyword(s):

Evidence Based Medicine ◽

Evidence Based ◽

Fresno Test ◽

Based Medicine

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Development and evaluation of an evidence-based medicine module in the undergraduate medical curriculum

10.21203/rs.3.rs-22869/v2 ◽

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

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The role of librarians in teaching evidence-based medicine to pediatric residents: a survey of pediatric residency program directors

Journal of the Medical Library Association JMLA ◽

10.5195/jmla.2017.178 ◽

2017 ◽

Vol 105 (4) ◽

Cited By ~ 1

Author(s):

Rachel Boykan ◽

Robert M. Jacobson

Keyword(s):

Residency Training ◽

Residency Program ◽

Evidence Based Medicine ◽

Program Directors ◽

Evidence Based ◽

Pediatric Residents ◽

Pediatric Residency ◽

Based Medicine ◽

Residency Program Directors

Objective: The research sought to identify the general use of medical librarians in pediatric residency training, to define the role of medical librarians in teaching evidence-based medicine (EBM) to pediatric residents, and to describe strategies and curricula for teaching EBM used in pediatric residency training programs.Methods: We sent a 13-question web-based survey through the Association of Pediatric Program Directors to 200 pediatric residency program directors between August and December 2015.Results: A total of 91 (46%) pediatric residency program directors responded. Most (76%) programs had formal EBM curricula, and more than 75% of curricula addressed question formation, searching, assessment of validity, generalizability, quantitative importance, statistical significance, and applicability. The venues for teaching EBM that program directors perceived to be most effective included journal clubs (84%), conferences (44%), and morning report (36%). While 80% of programs utilized medical librarians, most of these librarians assisted with scholarly or research projects (74%), addressed clinical questions (62%), and taught on any topic not necessarily EBM (58%). Only 17% of program directors stated that librarians were involved in teaching EBM on a regular basis. The use of a librarian was not associated with having an EBM curriculum but was significantly associated with the size of the program. Smaller programs were more likely to utilize librarians (100%) than were medium (71%) or large programs (75%).Conclusions: While most pediatric residency programs have an EBM curriculum and engage medical librarians in various ways, librarians’ expertise in teaching EBM is underutilized. Programs should work to better integrate librarians’ expertise, both in the didactic and clinical teaching of EBM.

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