Pearson's correlation coefficient. Outcome measures were considered statistically significant at P £ 0AE05. Epi info 6 and SPSS statistical packages were used for the analysis. Evaluation of results and impact A statistically significant increase in students' self-reported knowledge, skills and attitudes regarding EBM was found. Mean scores for their understanding of the EBM concepts increased from 2AE20 ± 0AE85 to 3AE17 ± 0AE80 on a 4-point rating scale (P < 0AE001). Student knowledge of the EBM process also increased significantly (P < 0AE05). Mean scores for student knowledge about the need for effective literature search processes in EBM practice were similar and relatively high in the preand post-surveys: 3AE24 ± 0AE71 and 3AE33 ± 0AE89, respectively. Although textbooks remained their major source of evidence, increased use of the Internet (P ¼ 0AE0003), Cochrane database (P ¼ 0AE0001) and secondary EBM resources (P ¼ 0AE045) was reported. Students' use of EBM resources for questions related to patient care increased (P ¼ 0AE0001). Student-perceived limitations to EBM practice included lack of training (77AE8%) and lack of role models among teachers (60AE9%). The EBM course was perceived by students to have enhanced their learning (74AE1%) and provided lifelong learning skills (90AE7%). A positive correlation was found between knowledge about EBM, the use of EBM resources and application of EBM concepts to patient care questions, while a negative correlation was noted between knowledge and misconceptions about EBM. Students strongly supported the inclusion of the EBM course in the undergraduate curriculum (90AE7%).An EBM course, even with resource constraints, is a feasible, beneficial and desirable educational programme for medical students that is associated with significant self-perceived benefits that include enhancement of learning, provision of lifelong learning skills and increased use of EBM resources. Context and setting The teaching of undergraduate medical students is frequently conducted in separate academic departments, without integration to interrelate or unify subjects. The Medical Council of India wants an increase in integration, in order to provide students with a holistic rather than fragmented learning perspective. Why the idea was necessary This project was designed to establish a method for vertical and horizontal integration which takes advantage of the abundant number of patients in developing countries and eliminates the need for written case scenarios. A curriculum intervention was created using studentcentred clinical case-based learning (CBL) to enhance clinical learning. What was done A total of 6 residents and faculty in the surgery department were trained as CBL facilitators during 3 workshops. Each facilitator conducted 8 sessions for 6 groups of students (8-10 per group) during a final-year surgery rotation; 55 students from another surgery rotation, conducted in a traditional manner, acted as control. Both groups were introduced to concept mapping and each student produced...
The training of doctors is too important an activity for bold experiments to be conducted without discovery what really happens. We had success in establishing Case based learning with faculty of almost all departments participating in the project as Resources. Although size of sample is small, CBL is found to be an effective modality of imparting medical education with effective integration of all departments.
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