A small group learning model for evidence-based medicine

M, Al Achkar; Mk, Davies

doi:10.2147/amep.s117672

Cited by 5 publications

(4 citation statements)

References 20 publications

(22 reference statements)

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“…This finding follows previous research showing that EBM training interventions do improve EBM-related knowledge and skills. 19 , 20 Even though EBM training may be associated with higher skills, it may not instill the habits of continual learning. While it is difficult to perform an evaluative assessment of specific EBM training, there is also a need to assure that training interventions achieve their ultimate objectives: improving EBM knowledge and skills as well as the continual use of evidence in practice.…”

Section: Discussionmentioning

confidence: 99%

Factors associated with practicing evidence-based medicine: a study of family medicine residents

Paulsen

Achkar

2018

AMEP

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BackgroundEvidence-based medicine (EBM) plays a critical part in ensuring that practitioners use the soundest available medical procedures while avoiding ineffective ones. As such, it plays a key role in medical residency education. However, little research has shown what factors influence residents’ adoption of habits in, self-efficacy in, and skills of EBM.Materials and methodsThis study gathered responses from a cross section of family medicine residents and new interns from 40 different residencies across the USA. The survey was based on Taylor et al’s survey of EBM attitudes and behaviors and the Fresno test’s assessment of EBM knowledge and skills. The study used negative binomial regression, ordinary least squares regression, and nonparametric tests of difference to assess the impact of residents’ background (year in residency, type of residency, previous EBM training, and previous research experience) on these EBM outcomes.ResultsResidents with previous research experience are associated with stronger EBM habits, more self-efficacy in applying EBM, and greater ability in using EBM skills. Previous research experience had a bigger impact on these outcomes than any other predictor. EBM habits, self-efficacy, and skills did not appear to show even increases by year in residency. Previous EBM training was associated with more hours spent reading the literature and higher EBM skill test scores.ConclusionOur findings suggest the practice of EBM may benefit from medical education increasing research experiences and EBM training. Research experiences provide the practical training, while EBM training provides focused instruction necessary for EBM self-efficacy, habits, and skills. These EBM outcomes are not inherently gained through time in family medicine residency. Future research, particularly longitudinal designs, should continue to pursue this line of inquiry.

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Section: Discussionmentioning

confidence: 99%

Factors associated with practicing evidence-based medicine: a study of family medicine residents

Paulsen

Achkar

2018

AMEP

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“…Although a large classroom lecture format, where information is simply transmitted to students, is still commonly used on-campus (Tricio et al, 2019), a vast amount of previous research suggests that a small group environment significantly improves the effectiveness of learning (Al Achkar & Davies, 2016; Arja et al, 2020). Our study further complements these findings, and we suggest that students will benefit more from tailor-made activities that challenge them intellectually.…”

Section: Discussionmentioning

confidence: 99%

Bringing Books Back: Enhancing the Understanding of Psychotherapy in Psychology Students Through Book Club Participation

Хохлова

Bhatia

2021

Teaching of Psychology

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Background: The experiential and reflective nature of psychotherapeutic training is not always captured in undergraduate psychology teaching, therefore, there is a need for educational strategies that provide opportunities for deeper understanding of the therapeutic process. Objective: This article evaluates one such strategy—A Book Club, to support the understanding of psychotherapeutic practice and mental health in Psychology undergraduate students at a private university in Dubai, UAE. Method: Psychotherapy-related books were assigned as prior reading each month, which were then discussed in the group meetings facilitated by clinically experienced Psychology lecturers. Fifteen semi-structured interviews were carried out with students and analyzed using thematic analysis. Results: Four primary themes were generated—(1) Diversity in perspectives, (2) Autonomous learning environment, (3) Reality orientation, and (4) Sparking self-insight. The results highlight that Book Clubs are useful in fostering deeper conceptualizations of the therapeutic relationship, visualizing future careers in psychotherapy, and promoting self-awareness among students. Conclusion: Discussions centred around books can provide students with discourse opportunities that enhance students’ interpersonal skills and improve student engagement. Teaching Implication: Book clubs can be a useful platform for teachers to help students connect the knowledge that they have previously acquired in the classroom with real-life experiences of psychotherapists described in books.

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“…Continuing veterinary medical education (CVME) as continuous education (CE, continuing professional development (CPD)) can provide the motivation, education and support to achieve this, and might therefore be a promising approach [26–29]. CE with general practitioners for human patients have already shown to improve evidence based medicine skills and to reduce antimicrobial prescribing [30,31].…”

Section: Introductionmentioning

confidence: 99%

Veterinary peer study groups as a method of continuous education—A new approach to identify and address factors associated with antimicrobial prescribing

et al. 2019

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Within the dairy industry, most antimicrobials are used for dry-cow therapy or mastitis treatment. To reduce antimicrobial usage in dairy cows, increasing awareness and behaviour change is necessary. As veterinarians are known to be influenced by their peers, peer study groups as a continuous education might contribute to this. Therefore, the objective of this study was to analyse written records of veterinary peer study group meetings to identify factors associated with antimicrobial prescribing decisions, and to analyse veterinarians’ attitude towards the benefits of this continuous education method. Twenty-three participating Swiss cattle practitioners were divided into three groups. Each group met every two to five months, together with a facilitator and an expert on the topic to be discussed. Written records from every meeting were taken and analysed qualitatively to identify factors influencing veterinarians’ decisions on antimicrobial prescribing and mastitis therapy. In addition, focus group discussions were conducted after the last meeting, to assess the veterinarians' learning achievements gained during the peer study group meetings. Extrinsic factors such as external pressure, competition, farmer, individual animal, farm and diagnostics as well as intrinsic factors such as own experience/attitude, knowledge and change of mindset during career could be shown to influence veterinarians’ decisions on antimicrobial prescribing. In the focus group discussions, the veterinarians stated that they gained new knowledge, received new stimuli, exchanged with their peers and felt supported in their relationship to their farmers. Since the identified factors are partly interrelated, it is not sufficient to change a single factor to achieve a change in the antimicrobial prescription behaviour of veterinarians. Veterinary peer study groups could contribute to the intention to change, because veterinarians experienced multiple benefits from this method of continuous education. In order to quantify this, the prescription data of the veterinarians are analysed in a next step.

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A small group learning model for evidence-based medicine

Cited by 5 publications

References 20 publications

Factors associated with practicing evidence-based medicine: a study of family medicine residents

Factors associated with practicing evidence-based medicine: a study of family medicine residents

Bringing Books Back: Enhancing the Understanding of Psychotherapy in Psychology Students Through Book Club Participation

Veterinary peer study groups as a method of continuous education—A new approach to identify and address factors associated with antimicrobial prescribing

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