Change in knowledge and skills of Year 3 undergraduates in evidence-based medicine seminars

Abstract

Trained medical students are effective and well accepted EBM trainers in compulsory undergraduate seminars.

Comparison of evidence-based practice between physicians and nurses: A national survey of regional hospitals in Taiwan

“…[21][22][23][24] In addition, time is a salient factor in the implementation of EBP. Lack of time has been 1 of the greatest barriers for undergraduate students and postgraduate professionals.…”

Factors influencing the EBM behaviour of GP trainers: A mixed method study

“…(2) EBM knowledge and skills: Berlin questionnaire (Fritsche et al 2002;Shaneyfelt et al 2006). This questionnaire is frequently used (Weberschock et al 2005) and comprises 15 five-option multiple choice questions. Each question correctly answered generates one point; thus, a minimum of zero and a maximum of 15 points can be acquired.…”

Peer assisted learning: a planning and implementation framework: AMEE Guide no. 30

“…Other areas of tutor difficulty which may be addressed during training include clarification of the teaching role they are expected to perform and any lack of confidence or discomfort about the idea of teaching their peers (Solomon & Crowe 2001;Morris & Turnbull 2004). Where students are being substituted for staff in existing courses, they generally undergo the same training that staff would receive (Moust & Schmidt 1994) or participate in externally-accredited training (Weberschock et al 2005).…”

“…Some institutions have PAL programmes embedded in the core curriculum, with compulsory tutee participation (Hendelman & Boss 1986;Yeager & Young 1992;Bibb & Lefever 2002;Brueckner & MacPherson 2004;Forester et al 2004;Weberschock et al 2005). Other PAL programmes are developed for remedial purposes with only low-achieving students being invited to participate (Trevino & Eiland 1980;Collins-Eiland et al 1991); or else they may be compulsory for low-achieving students but voluntary for others in the cohort (Bridgham & Scarborough 1992).…”

“…What would be a typical plan of activities during the PAL interaction?. Numerous different types of PAL intervention have been described in the literature, including traditional tutorials, demonstrations, seminars and presentations (De Volder et al 1985;Hendelman & Boss 1986;Nnodim 1997;Weberschock et al 2005;Zebrack et al 2005); training in clinical skills such as communication, physical examination and practical procedures (Flax & Garrard 1974;Pepe et al 1980;Escovitz 1990;Culver et al 2003b;Nestel & Kidd 2003;Field et al 2004;Chou 2005;Glynn et al 2006;Graham et al 2006); teaching in clinical situations (Byrne et al 1989;Iwasiw & Goldenberg 1993;Wong et al 2004); peer assessment (Topping 1998;Falchikov & Goldfinch 2000;Morris 2001;Morrison et al 2003;Reiter et al 2004;Dannefer et al 2005); problem-based learning tutoring (Johansen et al 1992;Sobral 1994;Steele et al 2000;Solomon & Crowe 2001;HoadReddick & Theaker 2003;Kassab et al 2005); and combinations of these (Keller 1968;Ebbert et al 1999;Bibb & Lefever 2002;Howman et al 2002). Mentoring and other less-formal support are also common features of many different PAL projects, although this may not always be explicitly stated.…”