Adaptation and Validation of the Fresno Test of Competence in Evidence-Based Medicine in Doctor of Pharmacy Students

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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