Journal articles on the topic 'Evidence-based medicine – Study and teaching'
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Al-Faris, Eiad A., Hamza M. Abdulghani, Norah A. Al-Rowais, and Nourah Alamro. "Teaching Evidence-Based Medicine in a Saudi Medical School : A Pilot Study." Journal of Taibah University Medical Sciences 2, no. 1-2 (2007): 42–49. http://dx.doi.org/10.1016/s1658-3612(07)70028-8.
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Al-Faris, Eiad A., Hamza M. Abdulghani, Norah A. Al-Rowais, and Nourah Alamro. "Teaching Evidence-Based Medicine in a Saudi Medical School: A Pilot Study “Arabic abstracts”." Journal of Taibah University Medical Sciences 2, no. 1-2 (2007): A6. http://dx.doi.org/10.1016/s1658-3612(07)70036-7.
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Beattie, S., N. McCartan, and C. Gupte. "Fracture fixation as a biomechanical study: A practical approach to teaching evidence-based medicine." International Journal of Surgery 36 (November 2016): S35. http://dx.doi.org/10.1016/j.ijsu.2016.08.514.
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Mi, Misa. "Evidence Based Medicine Teaching in Undergraduate Medical Education: A Literature Review." Evidence Based Library and Information Practice 7, no. 3 (September 12, 2012): 98. http://dx.doi.org/10.18438/b88p6d.
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Objectives – To determine the year when evidence based medicine (EBM) was introduced and the extent to which medical students were exposed to EBM in undergraduate medical education and to investigate how EBM interventions were designed, developed, implemented, and evaluated in the medical curriculum.
Methods – A qualitative review of the literature on EBM interventions was conducted to synthesize results of studies published from January 1997 to December 2011. A comprehensive search was performed on PubMed, CINAHL, Web of Science, Cochrane Library, ProQuest Dissertations & Theses, PsycINFO, and ERIC. Articles were selected if the studies involved some form of quantitative and qualitative research design. Articles were excluded if they studied EBM interventions in medical schools outside the United States or if they examined EBM interventions for allied health profession education or at the levels of graduate medical education and continuing medical education. Thirteen studies which met the selection criteria were identified and reviewed. Information was abstracted including study design, year and setting of EBM intervention, instructional method, instruction delivery format, outcome measured, and evaluation method.
Results – EBM was introduced to preclinical years in three studies, integrated into clinical clerkship rotations in primary care settings in eight studies, and spanned preclinical and clinical curricula in two studies. The duration of EBM interventions differed, ranging from a workshop of three student contact hours to a curriculum of 30 student contact hours. Five studies incorporated interactive and clinically integrated teaching and learning activities to support student learning. Diverse research designs, EBM interventions, and evaluation methods resulted in heterogeneity in results across the 13 studies.
Conclusions – The review reveals wide variations in duration of EBM interventions, instructional methods, delivery formats for EBM instruction, implementation of an EBM intervention, outcomes measured, and evaluation methods, all of which remain relevant issues for further research. It is important for medical educators and health sciences librarians to attend to these issues in designing and delivering a successful EBM intervention in the undergraduate medical curriculum.
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El Sayed, Iman, and Sherif Abdelmonem. "A cross-sectional study to assess Evidence-Based Medicine teaching method: online or face-to-face?" BMJ Evidence-Based Medicine 24, no. 2 (December 11, 2018): 59–62. http://dx.doi.org/10.1136/bmjebm-2018-111117.
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We aimed to study differences in postgraduate students’ achievement if they are taught evidence-based medicine (EBM) by face-to-face or by online learning. We assessed the performance of 28 postgraduate students who completed a face-to-face learning module and 34 students who completed an online learning module in a cross-sectional study. The teaching materials were the same in both courses so that any performance difference would be due to the teaching method. Grading involved semester work (15%), midterm (25%), oral (15%) and final (30%) examinations. Students were evaluated by a project submitted by the end of the semester (15%). Percentage of student satisfaction was calculated. Mean midterm and final examination scores did not differ significantly between the two groups (p=0.759 and 0.721, respectively). Students from both groups achieved almost the same median score on the oral discussion examination (p=0.31). Students who attended the online learning module were associated with a significantly higher median project score compared with those who attended the face-to-face teaching (p<0.001). In general, students from both modules were similarly satisfied about course contents, lecturers and students’ assessment process although one-third of students felt non-equality and unfair instructors’ practice towards them in face-to-face teaching method. Further research should be paid towards assessment of EBM e-learning to support the developing era of evidence-based practice in low-income to middle-income countries.
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Liabsuetrakul, Tippawan, Thitima Suntharasaj, Pasuree Sangsupawanich, Chanon Kongkamol, and Panumad Pornsawat. "Implementation of evidence-based medicine in a health promotion teaching block for Thai medical students." Global Health Promotion 24, no. 4 (May 6, 2016): 62–68. http://dx.doi.org/10.1177/1757975915626871.
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Background: Evidence-based medicine (EBM) is well known in medical practice. Although health promotion (HP) is promoted worldwide, there is still some debate as to whether EBM is needed or useful in the teaching of health promotion. Objective: To assess the perceived usefulness of EBM in the teaching of HP among medical students and faculty members. Methods: A comparative study was conducted between two groups of fourth-year medical students in the academic year 2012 during the five-week Health Promotion Teaching Block at Prince of Songkla University, southern Thailand. A one-week EBM course was conducted with half the students in the first week of the block and the other half of the students in the last week of the block. All activities in the HP block were similar except for the different periods of the one-week of EBM teaching. The effect on knowledge, ability and perceived application of EBM in future practice was assessed by student self-evaluations before versus after taking the EBM course, and by faculty member evaluation of the students’ end-of-block presentations. All evaluation items were rated from 1 (lowest) to 5 (highest). Data were analyzed using a t-test or Wilcoxon test, as appropriate. Results: The students’ self-evaluations of knowledge and ability on EBM between the two groups were similar. The perception that teaching EBM is beneficial in health promotion and future practice increased significantly ( p<0.001) in both groups. Faculty members rated higher scores for the first group than the second group, although the rating differences were not at the level of significance. Ninety percent of the students believed that EBM was a useful addition to the teaching of HP. Conclusions: Medical students and faculty members perceived that EBM is useful in the HP context. Future studies to evaluate the effect of using evidence-based teaching for health promotion are needed.
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McLaurin-Jiang, Skyler, Hannah Y. Coletti, Ryan Spotts, Elizabeth E. Halvorson, Kathleen Bartlett, Jonathon Heath, and Nicholas M. Potisek. "Faculty and Resident Perspectives on Teaching Pediatric Evidence-Based Medicine in the Clinical Setting: A Qualitative Study." Academic Pediatrics 20, no. 4 (May 2020): 549–57. http://dx.doi.org/10.1016/j.acap.2019.12.009.
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Belowska, Jarosława, Mariusz Panczyk, Aleksander Zarzeka, and Joanna Gotlib. "Knowledge and attitudes of nursing students towards evidence-based medicine and evidence-based nursing practice." Polish Journal of Public Health 125, no. 4 (December 1, 2015): 201–4. http://dx.doi.org/10.1515/pjph-2015-0055.
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Abstract Introduction. Modern nursing practice requires Nursing students to expand their knowledge both in the field of specialized nursing and learning the basics of medicine, as based on scientific evidence. The dissemination of research activities in nursing and the development of the profession, knowledge and practice based on Evidence-based Nursing may contribute to the increase of the effectiveness and improving the quality of healthcare services. Nursing teaching curricula should include subjects related to Evidence-based Medicine, such as scientific research methodology or critical analysis of scientific literature. Aim. The aim of the study was to analyze the knowledge and attitudes of nursing students towards Evidence-based Medicine (EBM) and Evidence-based Nursing Practice (EBNP). Material and methods. Out of 127 Master’s degree students in Nursing at the Medical University of Warsaw (4 men), 72% work as a nurse. Mean age of the study group was 26.55 years (min. 22, max. 51, SD=7.52) with 63% of the students attending full-time studies, with 90% being students of the first year. Some 53% earned their bachelor’s degree in Nursing in 2013. A standardized Evidence – Based Practice Profile Questionnaire from University of South Australia, quantitative analysis of the study results. Results. Nearly 30% of the respondents have never encountered EBM or EBNP during their time at the University (n=41). Most students intend to use relevant scientific literature in order to update their knowledge (n=68) and to upgrade their skills, so as to integrate EBNP into their everyday professional practice (n=67). Some 60% of the respondents deem scientific reports useful for their work (n=76) but nearly half of them regards clinical experience as more important than the results of scientific studies, when it comes to making the right decisions in their professional practice (n=56). Nearly a half of the studied group (n=66) have never heard about the term minimum clinically worthwhile effect and only one person declared the correct explanation systematic review (n=1). 42% declare reading published scientific studies once a month but nearly 30% have never referred scientific findings to their own diagnosis (n=41) and 40% have never assessed its methodological correctness (n=51). Conclusions. 1. The educational programs in the framework of Nursing studies should be supplemented with subjects of EBM and EBNP, so as to expand the nursing students’ knowledge and let them reap the benefits of using the latest study results in their future professional practice. 2. The level of knowledge about the principles of assessment of reliability of scientific evidence was strongly insufficient and requires urgent supplementation of knowledge and skills of students in this area. 3. It is necessary for students to update their knowledge, particularly when it comes to using the latest scientific literature in everyday clinical practice and skills connected with critical analysis of scientific evidence.
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Šakalytė, Danguolė, and Valdonė Indrašienė. "EVIDENCE-BASED PRACTICE TEACHING INTEGRATION IN COLLEGE NURSING STUDIES: HISTORICAL AND LEGAL ASPECTS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 28, 2021): 685–95. http://dx.doi.org/10.17770/sie2021vol1.6182.
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To better understand and analyze the education of evidence-based practice, it is necessary to review the context and premises of the formation of evidence-based practice itself. The beginning of the evidence-based practice movement in the teaching of health professionals’ dates back to 1910 and looking at the health care system; first, there was evidence-based medicine. In 1990, Sackett's initiative at McMaster University in Canada, it was decided to change the term "evidence-based medicine" to "evidence-based practice" (Mackey Bassendowski, 2017; Thom Eaves, 2015). In nursing, the beginning of evidence-based practice is linked to the reforms of nursing science and practice by the first nursing researcher, Florence Nightingale, from 1854 to 1910, although the term of “evidence-based practice” was not yet known at the time. The professional training of nurses as one of the leading health professionals is related to health policy and the development of nursing science. The European Qualifications Framework (EHEA) defines the expected learning outcomes for professionals with a bachelor's degree, including the skills to find, evaluate, reflect, and apply scientific information in practice (Bologna Working Group, 2005). Despite international and national recommendations, it is difficult for many higher education institutions to refine the steps of teaching evidence-based practice in nursing study programs. These difficulties are revealed by the ambiguity in the definition of the concept of evidence-based practice (Horntvedt et al. 2018).The problematic question is: What is the basis for integrating evidence-based practice training into college nursing study programs?The study is based on the scientific literature review.
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Mousavi, Mandana Akbarinejad, Mitra Amini, Somayeh Delavari, and Ali Seifi. "Using Team-Based Learning to Teach Evidence-Based Medicine to First-Year Residents." Acta Facultatis Medicae Naissensis 36, no. 1 (March 1, 2019): 60–68. http://dx.doi.org/10.2478/afmnai-2019-0006.
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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.
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Kopparthy, Ananditha Sharma, Sowmya Kaniganti, and Ravikumar Chodavarapu. "Drug utilization study in the paediatric department of a tertiary care teaching hospital." International Journal of Basic & Clinical Pharmacology 8, no. 7 (June 24, 2019): 1518. http://dx.doi.org/10.18203/2319-2003.ijbcp20192572.
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Background: Rational drug use is one of the main concerns of the health care system in India. Paediatric population being more vulnerable require additional focus to achieve this goal. Objectives of the study were to evaluate the prescription patterns according to WHO guidelines and the diseases, for which they are being prescribed, to identify the common diseases and common medications used.Methods: A cross sectional study was done in the paediatrics department for a period of 2 months. All the paediatric prescriptions were evaluated using WHO core indicators like average number of medicines per encounter, percentage of medicines from the essential drug lists and also complimentary indicators like utilization of different dosage forms and diagnostic patterns. Statistical Analysis: Data was analyzed and represented as frequency (n) and percentage (%).Results: 89 out of 302 prescriptions had 2 medicines per encounter, 100% of medicines were included from the Essential Drug List (EDL), 59.4% of the medicines were in generic format of prescription.Conclusions: This study gives a positive outlook at the utilization pattern of drugs with all the indicators specifically Essential Drugs List. Regular auditing, continuous medical education and evidence-based medicine can help in improving the health care.
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Moreira, Narjara C. F., Kamile Leonardi-Dutra, Murilo F. N. Feres, Erica A. M. Colangelo, Ben Balevi, Debora Matthews, and Carlos Flores-Mir. "Impact of Evidence-Based Dentistry Workshops on Educators’ Use of Evidence in Teaching and Practice: A Pilot Study." Journal of Dental Education 82, no. 6 (June 2018): 581–90. http://dx.doi.org/10.21815/jde.018.065.
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Raines, Deborah A., Khloe Barlow, Donna Manquen, Theresa Povinelli, and Ashley Wagner. "Evaluation of an Evidence-Based Teaching Program for Newborn Safe Sleep." Neonatal Network 35, no. 6 (2016): 397–400. http://dx.doi.org/10.1891/0730-0832.35.6.397.
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AbstractPurpose: To evaluate the effectiveness of evidence-based teaching guideline and patient outcomes.Design: Descriptive evaluation study with two data collection points.Sample: A convenience sample of 48 new mothers.Main outcome variable: Mothers’ knowledge and practice of safe sleep behaviors for their newborn.Results: The findings of this evaluation study demonstrate that this unit-based teaching program was effective in impacting mothers’ knowledge about and practice of safe sleep for the newborn following discharge from the postpartum unit.
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Haspel, Richard L. "Implementation and Assessment of a Resident Curriculum in Evidence-Based Transfusion Medicine." Archives of Pathology & Laboratory Medicine 134, no. 7 (July 1, 2010): 1054–59. http://dx.doi.org/10.5858/2009-0328-oa.1.
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Abstract Context.—Given the number of controversial issues in transfusion medicine, an understanding of biostatistics and evidence-based medicine is invaluable. No detailed curricula that address teaching critical appraisal of the transfusion medicine literature have been published or evaluated. Objective.—To design, implement, and evaluate an evidence-based transfusion medicine curriculum. Design.—Four hour-long training sessions in journal club format were designed for a 2-month transfusion medicine rotation for clinical pathology residents. A previously validated survey was administered precurriculum and postcurriculum to gauge changes in resident self-reported attitudes and confidence regarding biostatistics methods and critical appraisal of the medical literature. Residents were also asked to evaluate the course regarding content, execution, and utility. Results.—Seven second-year residents participated in the sessions. Following the curriculum there were statistically significant increases in the residents’ self-reported ability to appraise critically and search the medical literature (P = .05). Resident confidence interpreting an article's statistical results also significantly improved (P = .01). There was also a significant change in the residents' desire to learn more about statistics (P = .02). Resident reviews of the curriculum were overall extremely positive. Conclusion.—A 4-session curriculum can have a significant effect on resident self-reported ability to appraise critically and understand the medical literature and help foster interest in biostatistics. Although based on small numbers, this study represents one of the first efforts to evaluate the efficacy of a transfusion medicine curriculum and can potentially serve as a starting point to better integrate and evaluate knowledge of evidence-based transfusion medicine during residency training.
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Sharma, Mohit, Priyanka Devgun, Kanwalpreet Kaur Gill, Amanpreet Kaur, and Sandeep Kaur. "Perceptions, Attitude, Practices and Barriers to Evidence Based Medicine among Practitioners of Clinical Medicine in a Tertiary Care Teaching Institute, Punjab, India." Journal of Evidence Based Medicine and Healthcare 8, no. 07 (February 15, 2021): 350–54. http://dx.doi.org/10.18410/jebmh/2021/68.
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BACKGROUND Lack or relative absence of access or disinterest in the use of standardised protocols in diagnosis, treatment and management of majority of ailments is a phenomenon very often seen but rarely acknowledged in the medical fraternity. This occurrence extends to many of the higher centers of healing and teaching including tertiary care institutes. We wanted to assess the perceptions, attitudes, practices and barriers to practice of evidence-based medicine among practitioners in clinical medicine in a tertiary care institute. METHODS A structured proforma containing Evidence Based Practice Questionnaire by Upton and Upton (2006) was administered to faculty members of various clinical specialties between July to September 2019. Non probability purposive sampling technique was used to enlist 50 participants who met the inclusion criteria. The completed proformas were collected and data was analysed using SPSS v.21. After analysing the data, in depth interviews of 16 consenting faculty members was conducted to identify barriers to practice of evidence-based medicine. RESULTS The mean score for knowledge domain of evidence based medicine was 53.18, SD = 7.05, for the attitude was 16.90, SD = 2.12 and that for practice was 20.50, SD = 5.26. The Cronbach alpha for the three domains were found to be 0.57, 0.62 and 0.81. The familiarity with common bio statistical terms and measures was best with odds ratio (78 %) and relative risk (64 %) and poorest with the understanding of parametric, non-parametric tests and power of the study (2 %). Of the 50 study subjects, 26 (52 %) used MS Excel for data analysis, 32 (64 %) generic search engines like Google, Yahoo, MSN to search for relevant medical literature. The thematic analysis of the interview transcripts of 16 interviewed faculty members revealed that barriers for non-practice of EBM were lack of comfort with research process, lack of mentoring, incomplete knowledge on how to conduct literature research and lack of time. CONCLUSIONS Practice of evidence based medicine has come a long way but still has a longer way to go. KEYWORDS Evidence Based Medicine, Barriers, Clinical Practitioners
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Harris, June A., Tanis L. Adey, and Donald W. McKay. "Is exam performance in anatomy influenced by teaching with prosected cadavers? An evidence‐based study." Clinical Anatomy 33, no. 6 (July 2020): 969–74. http://dx.doi.org/10.1002/ca.23634.
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Ghanem, Ali M., Malik Zaben, Nafiz Abu Shaban, Colin Green, Ghassan Abu-Sitta, and Simon Myers. "Tele-education for teaching of evidence-based medicine and burn care in the occupied Palestinian territory: a pilot study." Lancet 380 (October 2012): S28—S29. http://dx.doi.org/10.1016/s0140-6736(13)60208-1.
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Kamin, Carol, Anita Glicken, Michael Hall, Barb Quarantillo, and Gerald Merenstein. "Evaluation of Electronic Discussion Groups as a Teaching/Learning Strategy in an Evidence-based Medicine Course: A Pilot Study." Education for Health: Change in Learning & Practice 14, no. 1 (March 1, 2001): 21–32. http://dx.doi.org/10.1080/13576280010015380.
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Chu, Tsung-Lan, Jeng Wang, Lynn Monrouxe, Yu-Chih Sung, Chen-li Kuo, Lun-Hui Ho, and Yueh-E. Lin. "The effects of the flipped classroom in teaching evidence based nursing: A quasi-experimental study." PLOS ONE 14, no. 1 (January 15, 2019): e0210606. http://dx.doi.org/10.1371/journal.pone.0210606.
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Lam, Ching, Michelle Helena van Velthoven, Hassan Chaudhury, and Edward Meinert. "Teaching Real-World Evidence: Protocol for a Systematic Review." JMIR Research Protocols 9, no. 1 (January 30, 2020): e16941. http://dx.doi.org/10.2196/16941.
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Background Real-world evidence (RWE) refers to observational health care data beyond clinical trial data. It holds the promise of transforming health care as a new form of evidence to support decision makers in making decisions when developing and regulating medicines. As the importance of RWE is recognized by industry and regulatory bodies, teaching RWE becomes an important matter to evaluate and refine in order to develop future researchers and stakeholders who can better integrate RWE into the routine development of medicine. Objective The aim of this review is to understand how RWE is currently being taught. From this landscape study, the insufficiencies of the current education of RWE can be identified and subsequently inform future education policies around RWE and its subfacets. Methods We will search MEDLINE, EMBASE, PsycINFO, Healthcare Management Information Consortium, Cochrane, and Web of Science for published studies using a combination of keywords and subject headings related to RWE and education. In addition, a Google search to identify grey literature will be conducted. Two authors will independently screen the titles and abstracts identified from the search and accept or reject the studies according to the study inclusion criteria; any discrepancies will be discussed and resolved. The quality of the included literature will be assessed using the Critical Appraisal Skills Programme systematic review checklist. Results Data from eligible publications will be abstracted into a predesigned form in order to better understand the current state of education of RWE and inform future RWE education directions and policies. Conclusions The subsequent systematic review will be published in a peer-reviewed journal. International Registered Report Identifier (IRRID) PRR1-10.2196/16941
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Gray, I., S. Dong, and D. Ha. "P057: Evidence-based medicine (EBM) simulation: teaching real-time literature searching to emergency medicine residents using a flipped classroom and high-fidelity simulation." CJEM 21, S1 (May 2019): S83—S84. http://dx.doi.org/10.1017/cem.2019.248.
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Innovation Conept: Evidence-based medicine (EBM), including literature search skills, is an objective of the Emergency Medicine (EM) residency curriculum. Traditional teaching of this topic utilized a classroom-based, librarian-lead session that presented an overview of many search engines. Feedback from past sessions indicated that learners retained little after the session. To be effective, EBM needs to be brought to the bedside. We created a session to engage EM residents and improve their efficiency in literature searching during an EM shift. Methods: We conducted a needs assessment among EM residents in our program. In response to this and to maximize impact of teaching, we created an EBM workshop on literature searching that used a flipped classroom approach and high-fidelity simulation. The session was designed for a small group (12 junior residents), with the goals of being interactive, engaging and practice-relevant. Feedback was collected on the simulation experience. Curriculum, Tool or Material: With a librarian, we created a brief list of EM-relevant databases. It included tips for searching and links to the corresponding sites / apps. Students received the list 7 days prior and were instructed to set up the resources on their smartphones. Pre-readings also covered the hierarchy of evidence and formulating a good clinical (PICO) question. All students participated in the high-fidelity simulation, with one volunteer leader. The case involved a stable patient. Residents proceeded with initial case assessment until they faced a management decision that required a literature search. All residents participated on their smart phones. Collectively, it took 5 minutes to find a study that adequately addressed the clinical question. The patient was managed accordingly and symptoms resolved. Feedback on the simulation was abundantly positive. Students found it engaging, practical and realistic. It helped them learn to efficiently search the literature while managing a stable patient. Conclusion: Using a multi-modal teaching strategy that includes simulation makes teaching EBM literature searching more interesting, engaging and applicable to EM practice. Future work will look at creating further sessions to reinforce and promote retention of key concepts and integrate them into EM practice.
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Kyriakoulis, Konstantinos, Athina Patelarou, Aggelos Laliotis, Andrew C. Wan, Michail Matalliotakis, Chrysoula Tsiou, and Evridiki Patelarou. "Educational strategies for teaching evidence-based practice to undergraduate health students: systematic review." Journal of Educational Evaluation for Health Professions 13 (September 22, 2016): 34. http://dx.doi.org/10.3352/jeehp.2016.13.34.
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Purpose: The aim of this systematic review was to find best teaching strategies for teaching evidence-based practice (EBP) to undergraduate health students that have been adopted over the last years in healthcare institutions worldwide. Methods: The authors carried out a systematic, comprehensive bibliographic search using Medline database for the years 2005 to March 2015 (updated in March 2016). Search terms used were chosen from the USNLM Institutes of Health list of MeSH (Medical Subject Headings) and free text key terms were used as well. Selected articles were measured based on the inclusion criteria of this study and initially compared in terms of titles or abstracts. Finally, articles relevant to the subject of this review were retrieved in full text. Critical appraisal was done to determine the effects of strategy of teaching evidence-based medicine (EBM). Results: Twenty articles were included in the review. The majority of the studies sampled medical students (n=13) and only few conducted among nursing (n=2), pharmacy (n=2), physiotherapy/therapy (n=1), dentistry (n=1), or mixed disciplines (n=1) students. Studies evaluated a variety of educational interventions of varying duration, frequency and format (lectures, tutorials, workshops, conferences, journal clubs, and online sessions), or combination of these to teach EBP. We categorized interventions into single interventions covering a workshop, conference, lecture, journal club, or e-learning and multifaceted interventions where a combination of strategies had been assessed. Seven studies reported an overall increase to all EBP domains indicating a higher EBP competence and two studies focused on the searching databases skill. Conclusion: Followings were deduced from above analysis: multifaceted approach may be best suited when teaching EBM to health students; the use of technology to promote EBP through mobile devices, simulation, and the web is on the rise; and the duration of the interventions varying form some hours to even months was not related to the students’ EBP competence.
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Valtis, Yannis K., Julie D. Rosenberg, Keri Wachter, Rodrick Kisenge, Fredirick Mashili, Rehema Chande Mallya, Timothy David Walker, et al. "Better evidence: prospective cohort study assessing the utility of an evidence-based clinical resource at the University of Rwanda." BMJ Open 9, no. 8 (August 2019): e026947. http://dx.doi.org/10.1136/bmjopen-2018-026947.
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ObjectiveEvidence-based clinical resources (EBCRs) have the potential to improve diagnostic and therapeutic accuracy. The majority of US teaching medical institutions have incorporated them into clinical training. Many EBCRs are subscription based, and their cost is prohibitive for most clinicians and trainees in low-income and middle-income countries. We sought to determine the utility of EBCRs in an East African medical school.SettingThe University of Rwanda (UR), a medical school located in East Africa.ParticipantsMedical students and faculty members at UR.InterventionsWe offered medical students and faculty at UR free access to UpToDate, a leading EBCR and conducted a cohort study to assess its uptake and usage. Students completed two surveys on their study habits and gave us permission to access their activity on UpToDate and their grades.ResultsOf the 980 medical students invited to enrol over 2 years, 547 did (56%). Of eligible final year students, 88% enrolled. At baseline, 92% of students reported ownership of an internet-capable device, and the majority indicated using free online resources frequently for medical education. Enrolled final year students viewed, on average, 1.24 topics per day and continued to use UpToDate frequently after graduation from medical school. Graduating class exam performance was better after introduction of UpToDate than in previous years.ConclusionsRemoval of the cost barrier was sufficient to generate high uptake of a leading EBCR by senior medical students and habituate them to continued usage after graduation.
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Jadav, Shilpa P., Nishant B. Bhansali, and Dinesh M. Parmar. "Comparative study of patient-based versus case-based teaching in prescription writing skills of second year MBBS students." International Journal of Basic & Clinical Pharmacology 9, no. 2 (January 24, 2020): 289. http://dx.doi.org/10.18203/2319-2003.ijbcp20200178.
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Background: Prescription writing errors can lead to deficiencies in healthcare. Although prescription writing is a part of the medical students' curriculum with traditional methods, their prescribing skills are still poor due to inadequate training. To fulfil the need for new educational interventions this study aims to compare patient-based teaching with case-based teaching in improving prescription writing skills of second year MBBS students.Methods: This prospective comparative study was carried out after orientation of participants to prescription writing as per WHO prescribing guidelines (n=71). Group A (n=37) and group B (n=34) were given patient-based teaching and case-based teaching respectively of prescription writing for the same five common clinical conditions. The prescription writing skill was assessed by evaluating the prescriptions written by both the groups and scored by 19-point scoring system. Feedback from the group A students was also taken.Results: Statistical analysis of mean scores of group A (15.90) and group B (13.14) was done by Mann-Whitney U test (p<0.001). Comparison of both the groups for the individual parameters was done by Chi-square test which found significant difference in writing some important parameters like doctor’s registration no., contacts of prescriber, name of the medicine, strength of drug, dosage form, dosing instructions, total quantity of medicine and duration of medication etc. Group A students’ feedback brought out the fact that patient-based teaching is a good tool for teaching and learning.Conclusions: Patient-based teaching for prescription writing improves students’ prescription writing skills in an effective way in comparison with traditional case-based teaching.
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Furmedge, Daniel S. "Teaching skills: a school-based special study module." Medical Education 42, no. 11 (November 2008): 1140–41. http://dx.doi.org/10.1111/j.1365-2923.2008.03207.x.
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Szmola, Richárd, Gyula Farkas, Péter Hegyi, László Czakó, Zsolt Dubravcsik, István Hritz, Dezső Kelemen, et al. "Pancreatic cancer.Evidence based management guidelines of the Hungarian Pancreatic Study Group." Orvosi Hetilap 156, no. 8 (February 2015): 326–39. http://dx.doi.org/10.1556/oh.2015.30063.
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Pancreatic cancer is a disease with a poor prognosis usually diagnosed at a late stage. Therefore, screening, diagnosis, treatment and palliation of pancreatic cancer patients require up-to-date and evidence based management guidelines. The Hungarian Pancreatic Study Group proposed to prepare an evidence based guideline based on the available scientific evidence and international guidelines. The preparatory and consultation board appointed by the Hungarian Pancreatic Study Group translated and complemented/modified the recent international guidelines. 37 clinical statements in 10 major topics were defined (Risk factors and genetics, Screening, Diagnosis, Staging, Surgical care, Pathology, Systemic treatment, Radiation therapy, Palliation and supportive care, Follow-up and recurrence). Evidence was graded according to the National Comprehensive Cancer Network (NCCN) grading system. The draft of the guideline was presented and discussed at the consensus meeting in September 12, 2014. Statements were accepted with either total (more than 95% of votes, n = 15) or strong agreement (more than 70% of votes, n = 22). The present guideline is the first evidence based pancreatic cancer guideline in Hungary that provides a solid ground for teaching purposes, offers quick reference in everyday patient care and guides patient financing options. The authors strongly believe that these guidelines will become a standard reference for pancreatic cancer treatment in Hungary. Orv. Hetil., 2015, 156(8), 326–339.
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Khanjani, Narges, Reza Tabrizi, and Ahmad Maghsoudi. "The Obstacles of Teaching Evidence Based Medicine in Iran, from the View Point of Clinical Academics and Medical Students; a Qualitative Study." American Journal of Educational Research 1, no. 4 (May 20, 2013): 143–48. http://dx.doi.org/10.12691/education-1-4-5.
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Wilson, Kumanan, Edward J. Mills, Jessie McGowan, and Gordon Guyatt. "Teaching Evidence-Based Complementary and Alternative Medicine: 5. Interpreting the Results of a Study on Therapy and Applying Them to a Patient." Journal of Alternative and Complementary Medicine 8, no. 6 (December 2002): 867–73. http://dx.doi.org/10.1089/10755530260511856.
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Yehualashet, Delelegn Emwodew, Tesfahun Melese Yilma, Adamu Takele Jemere, and Nebiyu Mesfin Gedlu. "Factors Associated with Practicing Evidence-Based Medicine Among Medical Interns in Amhara Regional State Teaching Hospitals, Northwest Ethiopia: A Cross-Sectional Study." Advances in Medical Education and Practice Volume 12 (July 2021): 843–52. http://dx.doi.org/10.2147/amep.s320425.
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Oh, Sangrok, Timothy Servoss, and Diana Wilkins. "Using the Objective Structured Teaching Ecounter to Assess Resident Teaching Skills." Family Medicine 53, no. 6 (June 2, 2021): 453–56. http://dx.doi.org/10.22454/fammed.2021.980882.
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Background and Objectives: Residents are often the primary educators for medical students during their clinical years. Residency training programs are therefore responsible for providing resident educator training. This, in turn, requires an assessment tool to ensure residents demonstrate the knowledge, skills, and behaviors required for their teaching responsibilities. To this end, a rating scale was developed and applied during an objective structured teaching encounter (OSTE). The purposes of this study were to gather qualitative impressions of family medicine residents regarding participation in the OSTE and reliability evidence for the OSTE instrument. Methods: All 41 family medicine residents participated in the study. Prior to the OSTE, residents received instruction on the five microskills clinical teaching model. Medical students assisted as standardized learners for the encounter and faculty served as assessors. We conducted focus groups to solicit resident feedback. Results: Residents demonstrated evidence of the five microskills. Feedback on the OSTE process from the interns was positive, noting that the experience helped increase their confidence to teach, as well as provided a useful method to practice a teaching strategy. The assessment tool evidenced good internal consistency and interrater reliability. Conclusions: The OSTE is an easy-to-implement and reliable method for resident educator skill assessment that left residents feeling more confident and better equipped to give constructive feedback during teaching encounters.
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Kibble, Jonathan D., Christine Bellew, Abdo Asmar, and Lisa Barkley. "Team-based learning in large enrollment classes." Advances in Physiology Education 40, no. 4 (December 2016): 435–42. http://dx.doi.org/10.1152/advan.00095.2016.
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The goal of this review is to highlight the key elements needed to successfully deploy team-based learning (TBL) in any class, but especially in large enrolment classes, where smooth logistics are essential. The text is based on a lecture and workshop given at the American Physiological Society's Institute on Teaching and Learning in Madison, WI, in June 2016. After a short overview of the TBL method, its underpinning in learning theory, and a summary of current evidence for its effectiveness, we present two case studies from our own teaching practices in a new medical school. The first case study explores critical elements of design and planning for a TBL module, and the second explores best practices in classroom management. As medical educators in the fields of physiology, pediatrics, nephrology, and family medicine, we present the objective views of subject matter experts who adopted TBL as one teaching method rather than TBL experts or advocates per se. The review is aimed primarily at faculty contemplating using TBL for the first time who are interested in exploring the significant benefits and challenges of TBL.
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Sawatsky, Adam P., Susan L. Zickmund, Kathryn Berlacher, Dan Lesky, and Rosanne Granieri. "Understanding Resident Learning Preferences Within an Internal Medicine Noon Conference Lecture Series: A Qualitative Study." Journal of Graduate Medical Education 6, no. 1 (March 1, 2014): 32–38. http://dx.doi.org/10.4300/jgme-06-01-37.1.
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Abstract Background The lecture remains the most common approach for didactic offerings in residency programs despite conflicting evidence about the effectiveness of this format. Objective The purpose of this study was to explore the perspectives of internal medicine residents toward conferences held in the lecture format. Methods The investigators invited internal medicine residents (N = 144) to participate in focus groups discussing their perspectives about noon conference lectures. The investigators used a semistructured guide to ask about motivations for attendance and effectiveness of noon conferences, transcribed the recordings, coded the discussions, and analyzed the results. Results Seven focus groups with a total of 41 residents were held. This identified 4 major domains: (1) motivations for attendance; (2) appropriate content; (3) effective teaching methods; and (4) perspectives on active participation. Residents' motivations were categorized into external factors, including desire for a break and balance to their workload, and intrinsic attributes, including the learning opportunity, topic, and speaker. Appropriate content was described as clinically relevant, practical, and presenting a balance of evidence. Identified effective teaching methods included shorter teaching sessions focused on high-yield learning points structured around cases and questions. While active participation increases residents' perceived level of stress, the benefits of this format include increased attention and learning. Conclusions This study furthers our knowledge of the learning preferences of internal medicine residents within the changing environment of residency education and can be used in conjunction with principles of adult learning to reform how we deliver core medical knowledge.
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Conway, Aislinn. "Medical School Librarians Need More Training to Support their Involvement in Evidence Based Medicine Curricula." Evidence Based Library and Information Practice 11, no. 2 (June 20, 2016): 201. http://dx.doi.org/10.18438/b8w618.
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Objective – To describe the self-perceived role of librarians in developing evidence based medicine (EBM) curricula and identify their current and desired level of training to support these activities.
Design – Multi-institutional qualitative study.
Setting – Nine medical schools in Canada and the United States of America.
Subjects – Nine librarians identified by medical school faculty as central to the provision of EBM training for medical students at their institution.
Methods – The researchers designed a semi-structured interview schedule based on a review of the literature and their own experiences as librarians teaching EBM. The topics covered were; librarians’ perceptions of their roles in relation to the curriculum, the training required to enable them to undertake these roles, and their professional development needs. The interviews were conducted by telephone and then audio-recorded and transcribed verbatim. The authors present five main themes; curricular design, curricular deployment, curricular assessment, educational training, and professional development. Profiles were developed for each participant based on the latter two themes and from this information common characteristics were identified.
Main Results – The participants described the importance of collaboration with faculty and student bodies when designing a curriculum. Information literacy instruction and specifically literature searching and forming a research question were taught by all of the participants to facilitate curricular deployment. Some of the librarians were involved or partly involved in curricular assessment activities such as formulating exam questions or providing feedback on assignments. Educational training of participants varied from informal observation to formal workshops offered by higher education institutions. All librarians indicated a willingness to partake in professional development focused on teaching and EBM.
The subjects’ perceptions of their roles are supported by Dorsch and Perry’s themes of the librarian’s role in curricular design, deployment, and assessment. The educational training received by participants included formal training and experiential and self-directed learning activities.
Finally, the librarians identified their professional development needs going forward. The majority of participants indicated that they would like to attend workshops run by universities or the Medical Library Association. Others wanted to invite and host guest speakers at their own institutions. Librarians identified financial restraints and geographic location as barriers to attending professional development events.
Conclusion – Librarians can be actively involved in the delivery of EBM instruction in medical schools. However, they require additional educational opportunities to enable them to develop in this role. Online training could be a viable option for self-directed learning to overcome financial and geographic constraints.
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Nekkanti, Supreeth, Sagarika Manjunath, Arun Mahtani, Archana Meka, and Tanushree Rao. "A Survey Based Feedback Analysis of the Current Medical Teaching Methodology and Trends in Medical Research Practice in a South Indian Medical Institute." International Journal of Medical Students 6, no. 1 (April 30, 2018): 6–17. http://dx.doi.org/10.5195/ijms.2018.3.
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Background: The spine of a good healthcare system is the medical education received by its doctors. As medicine is evolving, the same can be inferred regarding the delivery of medical education. This study was conducted among 541 students in a prestigious medical college in India. The aim of the study was to find out lapses in our current medical education system and steps to improve it.
Methods: A total of 541 medical students were included in this study. The only inclusion criteria being that they should be in their 2nd year MBBS or above. A questionnaire of 20 questions was given to each student and they were asked to mark the answers they felt was most appropriate. The questionnaire dealt with issues faced in our current education system regarding teaching methodology, clinical postings, research, evidence based medicine and steps to improve the healthcare system. Data was collected, analysed and statistically evaluated using Microsoft Excel and SPS version 21.0.
Results: Majority of the students felt that classroom strength should not be more than a hundred students. They felt that more innovative teaching methods and discussions should be included. Students laid emphasis on research, clinical skills training and evidence based medicine. They felt that the healthcare system also needs tweaking in terms of funding and practicing evidence based medicine to be on par with healthcare systems across the world.
Conclusion: The results in this study, resonates with the results of various other studies regarding delivery of medical education. It also takes into account the holistic approach of improving medical education and healthcare rather than focusing on one single aspect.
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Allen, David, Jacques Abourbih, Marion Maar, Lisa Boesch, James Goertzen, and Catherine Cervin. "Does a one-day workshop improve clinical faculty’s comfort and behaviour in practising and teaching evidence-based medicine? A Canadian mixed methods study." BMJ Open 7, no. 7 (July 2017): e015174. http://dx.doi.org/10.1136/bmjopen-2016-015174.
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Loudon, Annette, Tony Barnett, Andrew D. Williams, Denis Visentin, Maarten A. Immink, and Neil Piller. "Guidelines for teaching yoga to women with breast cancer-related lymphoedema: an evidence-based approach." International Journal of Yoga Therapy 27, no. 1 (November 1, 2017): 95–112. http://dx.doi.org/10.17761/1531-2054-27.1.95.
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Abstract Breast cancer-related lymphoedema (BCRL) is a chronic condition that requires lifelong management to prevent the condition worsening and to reduce the threat of infection. Women are affected in all domains of their life. As a holistic practice, yoga may be of benefit by reducing both the physical and psychosocial effects of lymphoedema. Women with BCRL are attending yoga classes in increasing numbers, so it is essential that yoga be based on principles that ensure lymphoedema is controlled and not exacerbated. Two Randomised Controlled Trials with a yoga intervention have had positive results after an 8-week intervention (n=28) and 6-months after a 4-week intervention (n=18). The first study had several significant results and women reported increased biopsychosocial improvements. Both studies showed trends to improved lymphoedema status. The yoga interventions compromised breathing, physical postures, meditation and relaxation practices based on Satyananda Yoga®, with modifications to promote lymphatic drainage and following principles of best current care for those with BCRL. Individual needs were considered. The yoga protocol that was used in the 8-week trial is presented. Our aim is to provide principles for yoga teachers/therapists working with this clientele that can be adapted to other yoga styles. Further, these principles may provide a basis for the development of yoga programs for people with secondary lymphoedema in other areas of their body as the population requiring cancer treatment continues to increase. Whilst the style of yoga presented here has had positive outcomes, further application and research is needed to fully demonstrate its effectiveness.
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Ward, Phillip. "Core Practices for Teaching Physical Education: Recommendations for Teacher Education." Journal of Teaching in Physical Education 40, no. 1 (January 1, 2021): 98–108. http://dx.doi.org/10.1123/jtpe.2019-0114.
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Purpose: To identify and define a set of core practices for physical education teacher education (PETE), to situate these practices within existing conceptions of core practices in other subject matters, and to validate the core practices using expert opinion and the evidence-based pedagogy literature. Method: A total of 45 PETE teacher educators, consisting of 22 research experts and 23 faculty members, were purposely selected to establish a consensus on core practices. The procedures draw upon guidelines from evaluation and program planning, medicine, nursing, and health education. Data were collected over e-mail. Results: From an initial set of 18 core practices, 16 practices were further developed and refined by the experts. These 16 practices were further validated by seeking evidence from the physical education literature and by using meta-analytic effect sizes. Discussion/Conclusion: The results of this study can be used as an invitation to the field to improve the authors’ teacher education efforts.
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Jairajpuri, Zeeba S., Safia Rana, Shaan Khetrapal, Pooja Arora, and Sujata Jetley. "Cutaneous Amyloidosis: A Pilot Study at a Teaching Hospital in New Delhi." Journal of Medicine 19, no. 1 (December 7, 2017): 35–39. http://dx.doi.org/10.3329/jom.v19i1.34838.
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Background: Amyloidosis is characterized by the deposition of polymeric fibrillar proteins in the extracellular compartment in tissues and organs ultimately leading to damage with functional compromise. Cutaneous amyloidosis is clinically classified into more common macular, papular, and the rarer nodular form. The present study was undertaken with the aim to histopathologically analyze and characterize clinically diagnosed amyloid cases.Methods:The present study was a retrospective analysis of skin biopsies conducted over a one year period. Data on the age and presenting clinical features were retrieved from the accompanying laboratory request forms or patients records wherever available. All skin biopsies with a histologic diagnosis of amyloid were retrieved and reviewed, the pattern of amyloid deposition identified and classified. Special stains including Congo Red stain was done in all the cases.Results: Histopathological confirmation of cutaneous amyloidosis was seen in nine out of fourteen cases and was confirmed by positive Congo-red stain under polarized light. Out of this seven were females and two were males. Majority of the lesions were of macular type. In all the nine cases, family history was negative and no evidence of systemic involvement was noted, either clinically or based upon the lab investigations.Conclusions: In this pilot study of 9 cases, histologically diagnosed as cutaneous amyloidosis we noted a female preponderance in young and middle-aged persons. Macular amyloidosis was the most common form and the most common site of involvement, the upper extremity and the inter-scapular/back region.J MEDICINE Jan 2018; 19 (1) : 35-39
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Tshibwabwa, Eli Tumba, Jenifer Cannon, James Rice, Michael G. Kawooya, Reza Sanii, and Robert Mallin. "Integrating Ultrasound Teaching into Preclinical Problem-based Learning." Journal of Clinical Imaging Science 6 (September 20, 2016): 38. http://dx.doi.org/10.4103/2156-7514.190897.
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Objectives:The aim is to provide students in the preclinical with ultrasound image interpretation skills. Research question: Are students in smaller groups with access to a combination of lectures and hands-on patient contact most likely to have better ultrasound image interpretation skills, than students in larger groups with only interactive didactic lectures?Methodology:First-year students at the preclinical Program of the College of Medicine, participated in two 2-h introductory interactive ultrasound sessions. The study comprised two cohorts: 2012/2013 students, who were offered large group teaching (LGT) sessions (control group), and 2013/2014 students, who received the intervention in small group learning problem-based learning (PBL) sessions (experimental group). The overall learning objectives were identical for both groups. The success of the module was evaluated using pre- and post-tests as well as students’ feedback.Results:The students in the experimental group showed significantly higher scores in interpretations of images than those in the control group. The experimental group showed achievement of learning outcomes along with higher levels of satisfaction with the module compared to the latter.Conclusion:Posttest knowledge of the basics of ultrasound improved significantly over the pretest in the experimental group. In addition, students’ overall satisfaction of the ultrasound module was shown to be higher for the PBL compared to the LGT groups. Small groups in an interactive and PBL setting along with opportunities for hands-on practice and simultaneous visualization of findings on a high definition screen should enhance preclinical student learning of the basics of ultrasound. Despite the potential of ultrasound as a clinical, teaching and learning tool for students in the preclinical years, standardized recommendations have yet to be created regarding its integration into the curricula within academic institutions and clinical medicine. The interactive and PBL is here to stay at the college of medicine. Further research would be carried out to see if this trend persists in the upcoming vertical system-based curriculum of the college of medicine.
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Sasaki, Noriko, Naohito Yamaguchi, Akiko Okumura, Masahiro Yoshida, Hiroyuki Sugawara, and Yuichi Imanaka. "Does hospital information technology infrastructure promote the implementation of clinical practice guidelines? A multicentre observational study of Japanese hospitals." BMJ Open 9, no. 6 (June 2019): e024700. http://dx.doi.org/10.1136/bmjopen-2018-024700.
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ObjectivesIt remains unclear whether insufficient information technology (IT) infrastructure in hospitals hinders implementation of clinical practice guidelines (CPGs) and affects healthcare quality. The objectives of this study were to describe the present state of IT infrastructure provided in acute care hospitals across Japan and to investigate its association with healthcare quality.MethodsA questionnaire survey of hospital administrators was conducted in 2015 to gather information on hospital-level policies and elements of IT infrastructure. The number of positive responses by each respondent to the survey items was tallied. Next, a composite quality indicator (QI) score of hospital adherence to CPGs for perioperative antibiotic prophylaxis was calculated using administrative claims data. Based on this QI score, we performed a chi-squared automatic interaction detection (CHAID) analysis to identify correlates of hospital healthcare quality. The independent variables included hospital size and teaching status in addition to hospital policies and elements of IT infrastructure.ResultsWide variations were observed in the availability of various IT infrastructure elements across hospitals, especially in local area network availability and access to paid evidence databases. The CHAID analysis showed that hospitals with a high level of access to paid databases (p<0.05) and internet (p<0.05) were strongly associated with increased care quality in larger or teaching hospitals.ConclusionsHospitals with superior IT infrastructure may provide higher-quality care. This allows clinicians to easily access the latest information on evidence-based medicine and facilitate the dissemination of CPGs. The systematic improvement of hospital IT infrastructure may promote CPG use and narrow the evidence-practice gaps.
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Howlett, Alisa. "Medical Librarians may be Underutilised in EBM Training within Pediatric Resident Programs." Evidence Based Library and Information Practice 13, no. 4 (December 12, 2018): 105–7. http://dx.doi.org/10.18438/eblip29418.
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A Review of:
Boykan, R., & Jacobson, R. M. (2017). The role of librarians in teaching evidence-based medicine to pediatric residents. Journal of the Medical Library Association, 105(4), 355-360. https://doi.org/10.5195/jmla.2017.178
Abstract
Objective – To identify the use and role of medical librarians in pediatric residency training, specifically in the teaching of evidence-based medicine (EBM) to medical residents. This research also aims to describe current strategies used for teaching evidence-based medicine in pediatric residency training programs.
Design – Web-based survey.
Setting – Pediatric residency programs within the United States of America.
Subjects – 200 members of the Association of Pediatric Program Directors (APPD).
Methods – The 13-question, web-based survey used multiple choice and short answer questions to ask how pediatric residency programs used medical librarians. The survey collected demographic information such as program name, geographic region, and program size. Where respondents indicated their programs utilised librarians, the survey asked about their specific role, including involvement in EBM curricula. For respondents who indicated their programs did not use librarians, the survey asked about their reasons for not doing so, and to describe their EBM curricula. Researchers used SPSS software to analyse the quantitative data.
Main Results – Overall 91 (46%) APPD-member program directors responded to the online survey. Of these, 76% of program directors indicated a formal EBM curriculum in their residency programs. Medical librarians were responsible for teaching EBM in 37% of responding pediatric programs. However, only 17% of responding program directors stated that medical librarians were involved in teaching EBM on a regular basis. The EBM skills most commonly taught within the pediatric residency programs included framing questions using PICO (population, intervention, comparator, outcome), searching for relevant research literature, and critical appraisal of studies. The strategies reported as most effective for teaching EBM in pediatric residency training programs were journal clubs, regular EBM conferences or seminars, and ‘morning reports.’
Conclusion – The study concluded that medical librarians may be important in the teaching of EBM in pediatric residency programs, but are likely underutilised. The librarian might not be seen has having a significant role in forums such as journal clubs, despite these being a predominant venue for EBM teaching. The authors recommend that program directors and faculty work together to better integrate medical librarians’ expertise into clinical teaching of EBM.
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Shi, Xiuquan, Yanna Zhou, Haiyan Wang, Tao Wang, Chan Nie, and Shangpeng Shi. "Combined Application of Study Design and Case-based Learning Comprehensive Model in Epidemiology Teaching." Journal of Curriculum and Teaching 6, no. 2 (August 28, 2017): 52. http://dx.doi.org/10.5430/jct.v6n2p52.
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This paper aims to conduct the SD-CBL (study design with the case based learning, SD-CBL) in Epidemiologyteaching and evaluate its effect. Students from five classes were recruited, and a combined comprehensive teachingmodel of SD-CBL was used in the “Injury Epidemiology” chapter, while other chapters in “Epidemiology”curriculum were using a teaching model of case based learning (CBL) only or single PowerPoint (ppt) teaching (itwas considered as a traditional teaching in many universities). In the final of the semester, the effects of these threeteaching models were compared in different majors and different students source. We found that SD-CBLcomprehensive teaching model was better than ppt only and CBL teaching methods (P<0.001, P=0.007), and thesignificant differences were found in the increased scoring rate between different majors and different studentssource (P<0.001, P=0.015). Thus, we concluded that the SD-CBL teaching model is effective and worth to promotein “Epidemiology” teaching, especial in chapters of epidemiology application. Moreover, it is recommended toconduct SD-CBL teaching model in students, who are major in medicine and have good science basis.
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Hunchak, C., E. Fremes, S. Kebede, and N. Meshkat. "P063: Perceptions and reflections of Ethiopian emergency medicine graduates regarding the Toronto Addis Ababa Academic Collaboration in Emergency Medicine (TAAAC-EM) Curriculum: a qualitative evaluation study." CJEM 19, S1 (May 2017): S99. http://dx.doi.org/10.1017/cem.2017.265.
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Introduction: The first-ever EM postgraduate training program in Ethiopia was launched at Addis Ababa University in 2010. EM faculty from the University of Toronto were invited to design and implement an EM rotation-based curriculum with tri-annual teaching trips to support the overall AAU EM program. To date, three cohorts of EM specialists (n=15) have graduated from the three-year program. After six years of implementation, we undertook a qualitative evaluation of the TAAAC-EM curriculum. Methods: Data collection took place in 2016 in Ethiopia via in-person graduate interviews (n=12). Participants were interviewed by a trained research assistant who used a semi-structured interview guide. Standard interview, transcription and analysis protocols were utilized. Qualitative software (QSR-NVIVO 9) was used for thematic grouping and analysis. Results: Graduates of AAU’s EM residency training program reported very positive experiences with the TAAAC-EM curriculum overall. All graduates acknowledged the positive impact of TAAAC-EM’s emphasis on bedside teaching, a unique component of the TAAAC-EM model compared to traditional teaching methods at AAU. Graduates felt that TAAAC-EM teachers were effective in creating a novel culture of EM at AAU and in role-modeling ethical, evidence-based EM practice. When asked about specific areas for program improvement, the following themes emerged: 1) a desire to shift delivery of the didactic clinical epidemiology curriculum to the senior residency years (PGY2-3) to coincide with completion of a required residency research project; 2) a desire for increased simulation and procedural teaching sessions and 3) the need for more nuanced context specificity in the curriculum delivery to incorporate local guidelines and practice patterns. A lack of educational supports during non-TAAAC-EM visits was also identified as an area for further work. Conclusion: Interviewing graduates of AAU’s EM residency training program proved important for determining areas of curriculum improvement for future trainees. It also provided critical input to TAAAC-EM strategic planning discussions as the partnership considers expanding its scope beyond Addis Ababa.
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Pan, Qiong. "A Interactive Teaching Mode Based on Educational Games – Case Study of Acupuncture Course." International Journal of Emerging Technologies in Learning (iJET) 14, no. 17 (September 16, 2019): 167. http://dx.doi.org/10.3991/ijet.v14i17.11205.
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As people pay more and more attention to the major of traditional Chinese medicine (TCM), social demand for TCM talents also becomes larger and larger. But, the content of TCM acupuncture major is abstract, with high practical operation. Traditional acupuncture course is taught with “cramming” method so that students cannot understand and grasp the concrete knowledge of this major. This may even have negative impacts on some students. The interactions between the teacher and students are few, and students passively absorb teaching content. The positive feedbacks of teaching cannot be gained, either, thus affecting the teaching effect to certain degree. On this basis, an interactive teaching mode based on educational games was proposed in this study, and such interactive teaching mode based on educational games was applied in the courses of acupuncture major. Firstly, the current situations and features of educational games and interactive education mode were analyzed. Besides, acupuncture major was taken for example to introduce a series of teaching module development processes of educational games for resource module collation, project courseware management, target test questions, task allocation, courseware making and one-key release of acupuncture courses. It is found through the survey that, students more accept such interactive teaching mode based on educational games, and their learning efficiency improves. Such teaching method is obviously superior to traditional teaching methods.
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Xie, Jessica Ying-Yi, Shoba Poduval, Victoria Vickerstaff, and Sophie Park. "Cross-sectional questionnaire study to gather the teaching preferences and expectations of UK undergraduate medical students for culinary medicine learning." BMJ Open 10, no. 10 (October 2020): e036410. http://dx.doi.org/10.1136/bmjopen-2019-036410.
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AimTo determine undergraduate medical students’ teaching preferences and expectations for Culinary Medicine (CM) learning with a view to informing development of a CM course at a UK medical school.SettingA single, urban UK medical school.Participants180 undergraduate medical students.Study designA cross-sectional questionnaire study collecting quantitative and qualitative (free-text) data.Methods and outcome measuresAn online questionnaire consisting of 16 questions of various styles (Likert-type, multiple choice and free-text). Quantitative analysis of multiple choice and Likert-type scale questions was conducted. Qualitative thematic analysis was used to analyse the free-text responses and identify themes.ResultsThree core themes related to students’ understanding of CM were identified: (1) ‘CM Learning’: students’ perceived relevance of CM knowledge, perceived relevance of CM to healthcare and their expectations for teaching; (2) ‘The Relationship between Food and Health’: links between diet, social factors and health; and (3) ‘Evidence-based Medicine’: students’ perceptions about scientific principles underlying CM. Quantitative analysis revealed that, although 83% of students felt that learning CM is important for their future clinical practice, 56% felt unable to take a dietary history. 73% of students were dissatisfied with the quality, and 78% were dissatisfied with the quantity, of existing medical school teaching understood to be relevant to CM. Topics that students would like to be taught on a CM course included weight management and portion control. Students felt that problem-based style learning would be the most appropriate method for delivering CM teaching.ConclusionsThis study revealed that medical students felt their dietary counsulting skills could be improved with further clinically relevant teaching in the undergraduate medical curriculum. Students’ preferences for CM learning have been taken into consideration in the development of a CM course for fifth-year undergraduate students at a UK medical school, which is delivered during their General Practice placement.
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Houchens, Nathan, Martha Quinn, Molly Harrod, Daniel T. Cronin, Sarah Hartley, and Sanjay Saint. "Strategies of Female Teaching Attending Physicians to Navigate Gender-Based Challenges: An Exploratory Qualitative Study." Journal of Hospital Medicine 15, no. 8 (July 22, 2020): 454–60. http://dx.doi.org/10.12788/jhm.3471.
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BACKGROUND: Women in medicine experience discrimination, hostility, and unconscious bias frequently and with deleterious effects. While these gender-based challenges are well described, strategies to navigate and respond to them are less understood. OBJECTIVE: To explore the lived experiences of female teaching attending physicians emphasizing strategies they use to mitigate gender-based challenges in clinical environments. DESIGN: Multisite exploratory, qualitative study. SETTING: Inpatient general medicine teaching rounds in six geographically diverse US academic hospitals between April and August 2018. PARTICIPANTS: With use of a modified snowball sampling approach, female attendings and their learners were identified; six female attendings and their current (n = 24) and former (n = 17) learners agreed to participate. MEASUREMENTS: Perceptions of gender-based challenges in clinical teaching environments and strategies with which to respond to these challenges were evaluated through semistructured in-depth interviews, focus group discussions, and direct observations of rounds. Observations were documented using handwritten field notes. Interviews and focus groups were audio recorded and transcribed. All transcripts and field note data were analyzed using a content analysis approach. MAIN OUTCOMES: Attending experience levels ranged from 8 to 20 years (mean, 15.3 years). Attendings were diverse in terms of race/ethnicity. Strategic approaches to gender-based challenges clustered around three themes: female attendings (1) actively position themselves as physician team leaders, (2) consciously work to manage gender-based stereotypes and perceptions, and (3) intentionally identify and embrace their unique qualities. CONCLUSION: Female attendings manage their roles as women in medicine through specific strategies to both navigate complex gender dynamics and role model approaches for learners. Journal of Hospital Medicine 2020;15:XXX-XXX. © 2020 Society of Hospital Medicine
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Chenkin, Jordan, Edgar Hockmann, and Tomislav Jelic. "Simulator-based training for learning resuscitative transesophageal echocardiography." CJEM 21, no. 4 (March 11, 2019): 523–26. http://dx.doi.org/10.1017/cem.2019.13.
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ABSTRACTObjectivesTransesophageal echocardiography (TEE) is a relatively new resuscitation tool in the emergency department. Recent studies have demonstrated that it can impact diagnosis and management of critically ill patients. The objective of this study is to determine the effectiveness of a simulation-based curriculum for teaching emergency medicine residents a five-view TEE protocol.MethodsEmergency medicine residents with previous ultrasound experience were invited to attend a 1-hour TEE training session. The training consisted of a didactic lecture followed by guided practice on a simulator. Performance was measured prior to training, after the training session, and by a transfer test 1 to 2 weeks after training. The primary outcome was the percentage of successful image generation using a scoring tool by two blinded reviewers.ResultsTwenty-two residents completed the study. The percentage of successful views increased from 44.5% (SD 27.9) at baseline to 98.6% (SD 3.5) after training (p < 0.001), and was 86.8% (SD 12.1) on transfer testing (p < 0.001).ConclusionA brief simulation-based teaching session was effective for teaching emergency medicine residents a five-view resuscitative TEE protocol. Future studies are needed to determine optimal methods for long-term skill retention.
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Fang, Qiong. "Construction and Application of Internal Medicine Teaching Interactive Course Based on 5-Star Instructional Model." International Journal of Emerging Technologies in Learning (iJET) 14, no. 03 (February 14, 2019): 122. http://dx.doi.org/10.3991/ijet.v14i03.10102.
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With the continuously deepening education reform, to realize effective teaching as much as possible, teaching quality improvement becomes the precondition of building a moderately prosperous society. At the same time, teaching informationization also requires teachers to pay attention to keeping abreast of the times, adopt multimedia means for teaching and improve teaching efficiency. As new teaching concepts and teaching methods are required in the new era, five-star teaching theory focusing on problem-solving and the consistency of the teaching process and the learning process provides theoretical guidance for curriculum design through four steps, activating original knowledge, displaying and demonstrating new knowledge, trying application exercise, and integrated mastery. The classroom teaching interactive response system (CIRS) which attaches great importance to the interactive feedback between teachers and students, strengthens students' participation in the classroom can have a real-time control of teaching progress and adjust the teaching content in real time. Combination of five-star teaching theory and CIRS has the optimum effect on improving effective teaching. With internal medicine teaching course as the example, the study conducted smartphone CIRS course teaching model based on 5-Star Instructional Model, carried out experiments, and evaluated the experiment results through questionnaire survey. Experiment results show that the teaching mode received students’ full recognition, improved students' internal medicine teaching course scores and achieved good teaching results.
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Ahmad, Syed E., Gino A. Farina, Alice Fornari, Ruth Ellen Pearlman, Karen Friedman, and Doreen M. Olvet. "Student Perception of Case-based Teaching by Near-Peers and Faculty during the Internal Medicine Clerkship: A Noninferiority Study." Journal of Medical Education and Curricular Development 8 (January 2021): 238212052110207. http://dx.doi.org/10.1177/23821205211020762.
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Introduction: Third-year medical students traditionally receive their didactic or small group teaching sessions from clinical faculty during clerkship rotations. Near-peer teaching is increasingly recognized as an acceptable method for teaching, however most near-peer teaching takes place during the pre-clinical curriculum. We sought to determine if fourth year medical students were noninferior to faculty in facilitating small group discussions during clerkship rotations. Methods: Seventy-five third-year medical students participated in a small group session focused on rheumatologic diseases during their internal medicine clerkship rotation. Students were taught by fourth-year medical students who self-selected to participate as near-peer teachers at 1 clinical site (near-peers, N = 36) and by clinical faculty at another site (N = 39). At the end of the session, third-year medical students completed a survey evaluating teacher performance and effectiveness. Results: There was no significant difference between the 2 groups on each of the 17 survey items assessing teacher performance, the total teaching performance score, and the teaching effectiveness rating (all P-values >.05). A mean between-group difference of 2% in favor of the near-peers indicated noninferiority of the near-peer teachers compared with faculty teachers on the total teaching performance score. An absolute difference of 14% in favor of the near-peers indicated noninferiority of the near-peer teachers compared with faculty teachers on the teaching effectiveness score. Near-peer teachers reported several benefits, including improving their own medical knowledge and skills as a future educator. Discussion: Our data supports the noninferiority of the perceived performance and effectiveness of near-peer teachers compared to faculty teachers in the clerkship setting. Adding near-peer teachers to the clerkship setting is feasible and can be beneficial to all stakeholders.
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Brandt, Cheryl L. "Study of Older Adults' Use of Self-Regulation for COPD Self-Management Informs An Evidence-Based Patient Teaching Plan." Rehabilitation Nursing 38, no. 1 (August 28, 2012): 11–23. http://dx.doi.org/10.1002/rnj.56.
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