Active learning for an evidence-based veterinary medicine course during COVID-19

St‐Hilaire, Sophie; Nekouei, Omid; Parkes, Rebecca S. V.; Rosanowski, Sarah M.

doi:10.3389/fvets.2022.953687

Cited by 2 publications

(1 citation statement)

References 27 publications

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“…In this study, we aimed to assess the possibility of performing the same training for students with different backgrounds. The students included were from different levels and have different backgrounds (Ma et al, 2021;St-Hilaire et al, 2022). Even if the techniques varied in the literature, they were all sustained by behaviorist or cognitivist learning theories.…”

Section: Discussionmentioning

confidence: 99%

Critical appraisal of medical literature in undergraduate and postgraduate medical students

et al. 2022

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BackgroundCritical appraisal of medical literature is a challenging competency which is mandatory in the practice of evidence-based medicine. Achieving this competency has been reported to vary according to many factors including the students’ background, gender, or specialty. The majority of the articles published in this field mainly assessed the students’ satisfaction or their cognitive knowledge. The authors aimed to assess the possibility of performing the same training of critical appraisal of medical literature to students with different backgrounds to highlight the link between the critical appraisal practice and the reflexive, cognitive, attitudes and conative profile of the students according to their level.MethodsStudents in the second year (SYME) and third year (TYME) of medical education and students performing continuing medical education (CME) and family doctors (FD) were invited to voluntarily participate in the training. This study occurred from September 2020 to June 2022. Before the workshop, the students were invited to answer a self-assessment questionnaire and a prerequisite test. Two original manuscripts dealing with COVID-19 were analyzed using published checklists. At the end of the workshops, all of the students fulfilled a second self-assessment questionnaire and a Fresno-adapted final test assessing their knowledge. Both self-assessment questionnaires were conceived by an expert committee according to the different steps of questionnaires’ validation. They assessed the cognitive, conative, motivational, and reflexive students’ profile using Likert scale questions. Also, the participants were invited to answer a semi-structured interview.ResultsNinety-five participants were included with 6 participants in SYME, 54 in TYME, 16 in CME, and 19 FD. The results highlighted the possibility of using the same program independently from the students’ level when using manuscripts dealing with a widely known and confusing disease such as COVID-19. The analysis of the different pre- and postworkshop questionnaire scores highlighted mild or negative scores in the TYME and intermediate or good scores in the other levels. The variation of the mean scores according to the students’ level revealed a significant difference in prerequisite, final test, pre and postworkshop attitudes, postworkshop cognitive, postworkshop conative and satisfaction scores. 11 students from different levels were interviewed. The content analysis highlighted 4 themes including the teaching organization, the institutional assessment, the impact on the research practice and the impact on the patients’ management with the emphasis of the TYME students on the necessity of integrating the teaching and the assessment of the EBM principles in the curriculum.ConclusionOur results put emphasis on the necessity of introducing the teaching of critical appraisal of medical literature early in the curriculum in order to avoid negative behaviorism during the clerkship period.

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Section: Discussionmentioning

confidence: 99%

Critical appraisal of medical literature in undergraduate and postgraduate medical students

et al. 2022

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Teaching Evidence-Based Medicine and Non-conventional (Alternative) Therapies in Portuguese Veterinary Schools—A Curricular Assessment

Magalhães-Sant’Ana,

Rodrigues,

Costa

et al. 2023

Journal of Veterinary Medical Education

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Applying evidence-based veterinary medicine (EBVM) is considered a Day One competence for veterinary graduates. Furthermore, the increasing interest in the use of complementary and alternative (non-conventional) veterinary therapies (NCTs) must be grounded on EBVM principles. Few studies have mapped the teaching of EBVM and of NCTs and assessed their content. This study analyses the official curricula of six (out of eight) Portuguese veterinary schools in terms of EBVM and NCTs, using the self-evaluation documents submitted to the National Agency for Assessment and Accreditation of Higher Education (A3ES) (2014–2015). Results show that, with few exceptions, veterinary education in Portugal follows a traditional, clinically-driven approach to evidence, with concepts taught mostly from an empirical and experiential perspective instead of a systematic one. Core EBVM topics, such as placebo effect, methodological validity, PICO, cognitive bias, and systematic review are either absent or insufficiently covered. Moreover, the teaching of NCTs was found in three out of the six curricular programmes, namely acupuncture, phytotherapy, homeopathy, traditional Chinese medicine, aromatherapy, Bach flower remedies, ayurveda, energetic healing (reiki), and massage. We found no evidence that these therapies are being taught under the principles of EBVM. Taken together, these results highlight the need for more explicit and targeted teaching of EBVM-related topics, namely regarding the critical appraisal of scientific literature and the integration of best evidence into clinical decision-making. Results can also be useful to inform the accreditation process by the A3ES and by education quality assurance agencies in other jurisdictions.

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Active learning for an evidence-based veterinary medicine course during COVID-19

Cited by 2 publications

References 27 publications

Critical appraisal of medical literature in undergraduate and postgraduate medical students

Critical appraisal of medical literature in undergraduate and postgraduate medical students

Teaching Evidence-Based Medicine and Non-conventional (Alternative) Therapies in Portuguese Veterinary Schools—A Curricular Assessment

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