Teaching evidence-based medicine: Impact on students’ literature use and inpatient clinical documentation

Vanderbilt University Medical Center, Nashville, TN 37232, USA.
Medical Teacher (Impact Factor: 1.68). 06/2011; 33(6):e306-12. DOI: 10.3109/0142159X.2011.565827
Source: PubMed


Effective teaching of evidence-based medicine (EBM) to medical students is important for lifelong self-directed learning.
We implemented a brief workshop designed to teach literature searching skills to third-year medical students. We assessed its impact on students' utilization of EBM resources during their clinical rotation and the quality of EBM integration in inpatient notes.
We developed a physician-led, hands-on workshop to introduce EBM resources to all internal medicine clerks. Pre- and post-workshop measures included student's attitudes to EBM, citations of EBM resources in their clinical notes, and quality of the EBM component of the discussion in the note. Computer log analysis recorded students' online search attempts.
After the workshop, students reported improved comfort using EBM and increased utilization of EBM resources. EBM integration into the discussion component of the notes also showed significant improvement. Computer log analysis of students' searches demonstrated increased utilization of EBM resources following the workshop.
We describe the successful implementation of a workshop designed to teach third-year medical students how to perform an efficient EBM literature search. We demonstrated improvements in students' confidence regarding EBM, increased utilization of EBM resources, and improved integration of EBM into inpatient notes.

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    • "In the ''using mode'', physicians search within pre-appraised sources, thus they bypass the time-consuming appraising step. Although the previous studies of the EBM education are majorly focused on the ''doing mode'' and particularly ''critical appraisal'' (Hatala & Guyatt 2002), we found three studies emphasizing the ''using mode'' and the ''searching within pre-appraised sources'' (Fritsche et al. 2002; Schilling et al. 2006; Sastre et al. 2011). Moreover, another included study showed the positive effects of accessing ''InfoRetriever'' through PDAs (Leung et al. 2003). "
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    ABSTRACT: Background: Despite the widespread teaching of evidence-based medicine (EBM) to medical students, the relevant literature has not been synthesized appropriately as to its value and effectiveness. Aim: To systematically review the literature regarding the impact of teaching EBM to medical students on their EBM knowledge, attitudes, skills and behaviors. Methods: MEDLINE, SCOPUS, Web of science, ERIC, CINAHL and Current Controlled Trials up to May 2011 were searched; backward and forward reference checking of included and relevant studies was also carried out. Two investigators independently extracted data and assessed the quality of the studies. Results: 10,111 potential studies were initially found, of which 27 were included in the review. Six studies examined the effect of clinically integrated methods, of which five had a low quality and the other one used no validated assessment tool. Twelve studies evaluated the effects of seminars, workshops and short courses, of which 11 had a low quality and the other one lacked a validated assessment tool. Six studies examined e-learning, of which five having a high or acceptable quality reported e-learning to be as effective as traditional teaching in improving knowledge, attitudes and skills. One robust study found problem-based learning less effective compared to usual teaching. Two studies with high or moderate quality linked multicomponent interventions to improved knowledge and attitudes. No included study assessed the long-term effects of the teaching of EBM. Conclusions: Our findings indicated that some EBM teaching strategies have the potential to improve knowledge, attitudes and skills in undergraduate medical students, but the evidenced base does not demonstrate superiority of one method. There is no evidence demonstrating transfer to clinical practice.
    Medical Teacher 11/2014; 37(1). DOI:10.3109/0142159X.2014.971724 · 1.68 Impact Factor
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    • "Barriers to successful implementation as practicing clinicians may include a lack of time, resources, patient-related factors or influence of peers [36]. Providing medical students with the knowledge and skills in EBM increases their ability to implement such skills in the clinical setting [37]. It remains uncertain whether the influence of the above mentioned barriers negates the transfer of their EBM skills in clinical practice. "
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    ABSTRACT: Evidence Based Medicine (EBM) is a core unit delivered across many medical schools. Few studies have investigated the most effective method of teaching a course in EBM to medical students. The objective of this study was to identify whether a blended-learning approach to teaching EBM is more effective a didactic-based approach at increasing medical student competency in EBM. A mixed-methods study was conducted consisting of a controlled trial and focus groups with second year graduate medical students. Students received the EBM course delivered using either a didactic approach (DID) to learning EBM or a blended-learning approach (BL). Student competency in EBM was assessed using the Berlin tool and a criterion-based assessment task, with student perceptions on the interventions assessed qualitatively. A total of 61 students (85.9 %) participated in the study. Competency in EBM did not differ between the groups when assessed using the Berlin tool (p = 0.29). Students using the BL approach performed significantly better in one of the criterion-based assessment tasks (p = 0.01) and reported significantly higher self-perceived competence in critical appraisal skills. Qualitative analysis identified that students had a preference for the EBM course to be delivered using the BL approach. Implementing a blended-learning approach to EBM teaching promotes greater student appreciation of EBM principles within the clinical setting. Integrating a variety of teaching modalities and approaches can increase student self-confidence and assist in bridging the gap between the theory and practice of EBM.
    BMC Medical Education 12/2013; 13(1):169. DOI:10.1186/1472-6920-13-169 · 1.22 Impact Factor
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    • "This is one of the most important differences from other traditional instruments that hardly assess this domain in depth because of the difficulty to assess behavioural issues through objective measures. However, previous studies have been able to demonstrate the importance of this dimension as a predictor of a positive behavioral toward resource utilization after following educational interventions [7,32]. "
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    ABSTRACT: Background Nursing educators need rigorously developed instruments to assess competency in evidence based practice (EBP) at undergraduate level. This concept is defined as the capability to choose and use an integrated combination of knowledge, skills and attitudes with the intention to develop a task in a certain context. Also, we understand that EBP is gaining knowledge and skills, as well as increasing positive attitudes toward EBP that will promote a change in behaviour to implement EBP in practice. This study aims to develop a psychometric test of the Evidence Based Practice Evaluation Competence Questionnaire (EBP-COQ) among undergraduate nursing students. Methods The questionnaire was developed by item generation through a review of scientific literature and focus groups. The instrument was validated in terms of content validity through an expert review. The EBP-COQ was administered to a cohort of nursing students (n =100) to evaluate test reliability and select the best items. Psychometric properties of the final instrument were assessed in a sample of 261 nursing students. Results The EBP-COQ consisted of 25 items. A factorial analysis grouped the items into the three categories that define competence relating to EBP: attitude, knowledge and skills. Cronbach’s alpha was 0.888 for the entire questionnaire. The factor solution explained 55.55% of the variance. Conclusions EBP-COQ appears to measure with adequate reliability the attributes of undergraduate nursing students’ competence in EBP. The instrument is quick to disseminate and easy to score, making it a suitable instrument for nursing educators to evaluate students’ self-perceived competence in EBP.
    BMC Medical Education 02/2013; 13(1):19. DOI:10.1186/1472-6920-13-19 · 1.22 Impact Factor
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