Effect of an EBM course in combination with case method learning sessions: an RCT on professional performance, job satisfaction, and self-efficacy of occupational physicians

Hugenholtz, N. I. R.; Schaafsma, Frederieke; Nieuwenhuijsen, Karen; Dijk, F. J. H. van

doi:10.1007/s00420-008-0315-3

Cited by 24 publications

(30 citation statements)

References 40 publications

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“…Finally, we did not assess long-term outcomes, the use of the new knowledge in clinical practice, or attitude or behaviour changes among learners. Recent evidence from a systematic review and 3 randomized trials shows that the translation from knowledge gain to change in behaviour is complex 6,23-25…”

Section: Discussionmentioning

confidence: 99%

The Therapeutic Potential of D-Amino Acid Oxidase (DAAO) Inhibitors

Kunz¹,

Wegscheider²,

Fritsche³

et al. 2010

TOMCJ

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BackgroundHealth care professionals worldwide attend courses and workshops to learn evidence-based medicine (EBM), but evidence regarding the impact of these educational interventions is conflicting and of low methodologic quality and lacks generalizability. Furthermore, little is known about determinants of success. We sought to measure the effect of EBM short courses and workshops on knowledge and to identify course and learner characteristics associated with knowledge acquisition.MethodsHealth care professionals with varying expertise in EBM participated in an international, multicentre before–after study. The intervention consisted of short courses and workshops on EBM offered in diverse settings, formats and intensities. The primary outcome measure was the score on the Berlin Questionnaire, a validated instrument measuring EBM knowledge that the participants completed before and after the course.ResultsA total of 15 centres participated in the study and 420 learners from North America and Europe completed the study. The baseline score across courses was 7.49 points (range 3.97–10.42 points) out of a possible 15 points. The average increase in score was 1.40 points (95% confidence interval 0.48–2.31 points), which corresponded with an effect size of 0.44 standard deviation units. Greater improvement in scores was associated (in order of greatest to least magnitude) with active participation required of the learners, a separate statistics session, fewer topics, less teaching time, fewer learners per tutor, larger overall course size and smaller group size. Clinicians and learners involved in medical publishing improved their score more than other types of learners; administrators and public health professionals improved their score less. Learners who perceived themselves to have an advanced knowledge of EBM and had prior experience as an EBM tutor also showed greater improvement than those who did not.InterpretationEBM course organizers who wish to optimize knowledge gain should require learners to actively participate in the course and should consider focusing on a small number of topics, giving particular attention to statistical concepts.

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Section: Discussionmentioning

confidence: 99%

The Therapeutic Potential of D-Amino Acid Oxidase (DAAO) Inhibitors

Kunz¹,

Wegscheider²,

Fritsche³

et al. 2010

TOMCJ

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“…More and more systematic reviews, CPGs and evidence emerge in the Weld of occupational health (e.g., Birrell and Beach 2001;Godderis et al 2004;Hugenholtz et al 2008). Verbeek et al (2002) suggested that EBM is a feasible and useful method for occupational medicine.…”

Section: Introductionmentioning

confidence: 98%

The attitude of Flemish occupational health physicians toward evidence-based occupational health and clinical practice guidelines

Heselmans

Donceel

Aertgeerts

et al. 2009

Int Arch Occup Environ Health

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Belgian occupational health physicians are interested in the implementation of EBOH in their daily occupational practice and have a general knowledge of EBM. However, there are barriers in the legislative framework, the education and the information infrastructure, which first have to be removed. The time has come for the responsible authorities to take educational initiatives and to take a huge leap forward in the integration of EBOH into occupational practice.

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“…Like traditional evidence-based practice courses provided to professionals 17,19,63) , courses that aim to teach non-health professionals to formulate answerable health questions, find and appraise information and compose answers seem an attractive strategy 50,64) . Even if workers only occasionally have one or two OSH questions 15) , our current online information era makes the further study of this educational strategy worthwhile.…”

Section: Supporting the Stages From Question To Answermentioning

confidence: 99%

Can Workers Answer Their Questions about Occupational Safety and Health: Challenges and Solutions

2012

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Many workers have questions about occupational safety and health (OSH). Answers to these questions empower them to further improve their knowledge about OSH, make good decisions about OSH matters and improve OSH practice when necessary. Nevertheless, many workers fail to find the answers to their questions. This paper explores the challenges workers may face when seeking answers to their OSH questions. Findings suggest that many workers may lack the skills, experience or motivation to formulate an answerable question, seek and find information, appraise information, compose correct answers and apply information in OSH practice. Simultaneously, OSH knowledge infrastructures often insufficiently support workers in answering their OSH questions. This paper discusses several potentially attractive strategies for developing and improving OSH knowledge infrastructures: 1) providing courses that teach workers to ask answerable questions and to train them to find, appraise and apply information, 2) developing information and communication technology tools or facilities that support workers as they complete one or more stages in the process from question to answer and 3) tailoring information and implementation strategies to the workers' needs and context to ensure that the information can be applied to OSH practice more easily.

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Effect of an EBM course in combination with case method learning sessions: an RCT on professional performance, job satisfaction, and self-efficacy of occupational physicians

Cited by 24 publications

References 40 publications

The Therapeutic Potential of D-Amino Acid Oxidase (DAAO) Inhibitors

The Therapeutic Potential of D-Amino Acid Oxidase (DAAO) Inhibitors

The attitude of Flemish occupational health physicians toward evidence-based occupational health and clinical practice guidelines

Can Workers Answer Their Questions about Occupational Safety and Health: Challenges and Solutions

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