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Appraising and applying evidence about a diagnostic test during a performance-based assessment
BACKGROUND: The practice of Evidence-based Medicine requires that clinicians assess the validity of published research and then apply the results to patient care. We wanted to assess whether our soon-to-graduate medical students could appraise and apply research about a diagnostic test within a clin...
Autores principales: | , , , , |
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Formato: | Texto |
Lenguaje: | English |
Publicado: |
BioMed Central
2004
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC526196/ https://www.ncbi.nlm.nih.gov/pubmed/15482600 http://dx.doi.org/10.1186/1472-6920-4-20 |
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author | Bergus, George Vogelgesang, Scott Tansey, Janeta Franklin, Ellen Feld, Ronald |
author_facet | Bergus, George Vogelgesang, Scott Tansey, Janeta Franklin, Ellen Feld, Ronald |
author_sort | Bergus, George |
collection | PubMed |
description | BACKGROUND: The practice of Evidence-based Medicine requires that clinicians assess the validity of published research and then apply the results to patient care. We wanted to assess whether our soon-to-graduate medical students could appraise and apply research about a diagnostic test within a clinical context and to compare our students with peers trained at other institutions. METHODS: 4(th )year medical students who previously had demonstrated competency at probability revision and just starting first-year Internal Medicine residents were used for this research. Following an encounter with a simulated patient, subjects critically appraised a paper about an applicable diagnostic test and revised the patient's pretest probability given the test result. RESULTS: The medical students and residents demonstrated similar skills at critical appraisal, correctly answering 4.7 and 4.9, respectively, of 6 questions (p = 0.67). Only one out of 28 (3%) medical students and none of the 15 residents were able to correctly complete the probability revision task (p = 1.00). CONCLUSIONS: This study found that most students completing medical school are able to appraise an article about a diagnostic test but few are able to apply the information from the article to a patient. These findings raise questions about the clinical usefulness of the EBM skills possessed by graduating medical students within the area of diagnostic testing. |
format | Text |
id | pubmed-526196 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2004 |
publisher | BioMed Central |
record_format | MEDLINE/PubMed |
spelling | pubmed-5261962004-11-10 Appraising and applying evidence about a diagnostic test during a performance-based assessment Bergus, George Vogelgesang, Scott Tansey, Janeta Franklin, Ellen Feld, Ronald BMC Med Educ Research Article BACKGROUND: The practice of Evidence-based Medicine requires that clinicians assess the validity of published research and then apply the results to patient care. We wanted to assess whether our soon-to-graduate medical students could appraise and apply research about a diagnostic test within a clinical context and to compare our students with peers trained at other institutions. METHODS: 4(th )year medical students who previously had demonstrated competency at probability revision and just starting first-year Internal Medicine residents were used for this research. Following an encounter with a simulated patient, subjects critically appraised a paper about an applicable diagnostic test and revised the patient's pretest probability given the test result. RESULTS: The medical students and residents demonstrated similar skills at critical appraisal, correctly answering 4.7 and 4.9, respectively, of 6 questions (p = 0.67). Only one out of 28 (3%) medical students and none of the 15 residents were able to correctly complete the probability revision task (p = 1.00). CONCLUSIONS: This study found that most students completing medical school are able to appraise an article about a diagnostic test but few are able to apply the information from the article to a patient. These findings raise questions about the clinical usefulness of the EBM skills possessed by graduating medical students within the area of diagnostic testing. BioMed Central 2004-10-13 /pmc/articles/PMC526196/ /pubmed/15482600 http://dx.doi.org/10.1186/1472-6920-4-20 Text en Copyright © 2004 Bergus et al; licensee BioMed Central Ltd. http://creativecommons.org/licenses/by/2.0 This is an open-access article distributed under the terms of the Creative Commons Attribution License ( (http://creativecommons.org/licenses/by/2.0) ), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. |
spellingShingle | Research Article Bergus, George Vogelgesang, Scott Tansey, Janeta Franklin, Ellen Feld, Ronald Appraising and applying evidence about a diagnostic test during a performance-based assessment |
title | Appraising and applying evidence about a diagnostic test during a performance-based assessment |
title_full | Appraising and applying evidence about a diagnostic test during a performance-based assessment |
title_fullStr | Appraising and applying evidence about a diagnostic test during a performance-based assessment |
title_full_unstemmed | Appraising and applying evidence about a diagnostic test during a performance-based assessment |
title_short | Appraising and applying evidence about a diagnostic test during a performance-based assessment |
title_sort | appraising and applying evidence about a diagnostic test during a performance-based assessment |
topic | Research Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC526196/ https://www.ncbi.nlm.nih.gov/pubmed/15482600 http://dx.doi.org/10.1186/1472-6920-4-20 |
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