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Development and evaluation of an evidence-based medicine module in the undergraduate medical curriculum
BACKGROUND: Evidence-based medicine (EBM) is a core competence in both undergraduate and postgraduate medical curricula. However, its integration into curricula varies widely. Our study will help medical colleges develop, implement and evaluate their EBM courses. We assessed the effectiveness of wor...
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Formato: | Online Artículo Texto |
Lenguaje: | English |
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BioMed Central
2020
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Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7407438/ https://www.ncbi.nlm.nih.gov/pubmed/32762678 http://dx.doi.org/10.1186/s12909-020-02181-7 |
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author | Al Shahrani, Abeer Salem |
author_facet | Al Shahrani, Abeer Salem |
author_sort | Al Shahrani, Abeer Salem |
collection | PubMed |
description | BACKGROUND: Evidence-based medicine (EBM) is a core competence in both undergraduate and postgraduate medical curricula. However, its integration into curricula varies widely. Our study will help medical colleges develop, implement and evaluate their EBM courses. We assessed the effectiveness of workshops in improving critical appraisal skills among medical students. METHODS: A before-and-after study design without a control group was used. A 5-week short EBM module including lectures, workshops, and online search sessions was conducted with 52 fourth-year medical students during their primary healthcare course at the College of Medicine, Princess Nourah bint Abdulrahman University. Statistical analysis was performed using SPSS statistical software (version 20, SPSS Inc., Chicago, US). Parametric tests as well as Student’s paired t-test for pre- and post-test comparisons were used. RESULTS: Forty-nine (49) participants completed the pre- and post-training Fresno tests, and 44.9% of the participants had a GPA of 4.0 or higher. The mean Fresno test score increased from 45.63 (SD 21.89) on the pre-test to 64.49 (SD 33.31) on the post-test, with significant improvements in the following items: search strategies, relevance, internal validity, magnitude and significance of results, statistical values of diagnosis studies (sensitivity, specificity, and LR), statistical values of therapy studies (ARR, RRR, and NNT), and best study design for diagnosis and prognosis (P < 0.05). CONCLUSION: This study supports that a short course in EBM that is incorporated into the undergraduate curriculum, especially in the clinical years, might be effective in improving medical students’ knowledge and skills in EBM. However, prospective studies are necessary to assess the long-term impact of these interventions and ultimately their effectiveness for clinical decision making. |
format | Online Article Text |
id | pubmed-7407438 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2020 |
publisher | BioMed Central |
record_format | MEDLINE/PubMed |
spelling | pubmed-74074382020-08-06 Development and evaluation of an evidence-based medicine module in the undergraduate medical curriculum Al Shahrani, Abeer Salem BMC Med Educ Research Article BACKGROUND: Evidence-based medicine (EBM) is a core competence in both undergraduate and postgraduate medical curricula. However, its integration into curricula varies widely. Our study will help medical colleges develop, implement and evaluate their EBM courses. We assessed the effectiveness of workshops in improving critical appraisal skills among medical students. METHODS: A before-and-after study design without a control group was used. A 5-week short EBM module including lectures, workshops, and online search sessions was conducted with 52 fourth-year medical students during their primary healthcare course at the College of Medicine, Princess Nourah bint Abdulrahman University. Statistical analysis was performed using SPSS statistical software (version 20, SPSS Inc., Chicago, US). Parametric tests as well as Student’s paired t-test for pre- and post-test comparisons were used. RESULTS: Forty-nine (49) participants completed the pre- and post-training Fresno tests, and 44.9% of the participants had a GPA of 4.0 or higher. The mean Fresno test score increased from 45.63 (SD 21.89) on the pre-test to 64.49 (SD 33.31) on the post-test, with significant improvements in the following items: search strategies, relevance, internal validity, magnitude and significance of results, statistical values of diagnosis studies (sensitivity, specificity, and LR), statistical values of therapy studies (ARR, RRR, and NNT), and best study design for diagnosis and prognosis (P < 0.05). CONCLUSION: This study supports that a short course in EBM that is incorporated into the undergraduate curriculum, especially in the clinical years, might be effective in improving medical students’ knowledge and skills in EBM. However, prospective studies are necessary to assess the long-term impact of these interventions and ultimately their effectiveness for clinical decision making. BioMed Central 2020-08-06 /pmc/articles/PMC7407438/ /pubmed/32762678 http://dx.doi.org/10.1186/s12909-020-02181-7 Text en © The Author(s) 2020 Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated in a credit line to the data. |
spellingShingle | Research Article Al Shahrani, Abeer Salem Development and evaluation of an evidence-based medicine module in the undergraduate medical curriculum |
title | Development and evaluation of an evidence-based medicine module in the undergraduate medical curriculum |
title_full | Development and evaluation of an evidence-based medicine module in the undergraduate medical curriculum |
title_fullStr | Development and evaluation of an evidence-based medicine module in the undergraduate medical curriculum |
title_full_unstemmed | Development and evaluation of an evidence-based medicine module in the undergraduate medical curriculum |
title_short | Development and evaluation of an evidence-based medicine module in the undergraduate medical curriculum |
title_sort | development and evaluation of an evidence-based medicine module in the undergraduate medical curriculum |
topic | Research Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7407438/ https://www.ncbi.nlm.nih.gov/pubmed/32762678 http://dx.doi.org/10.1186/s12909-020-02181-7 |
work_keys_str_mv | AT alshahraniabeersalem developmentandevaluationofanevidencebasedmedicinemoduleintheundergraduatemedicalcurriculum |