Evaluating the teaching of evidence based medicine: conceptual framework

Straus, Sharon E.; Green, Michael L.; Bell, Douglas S.; Badgett, Robert G.; Davis, Dave; Gerrity, Martha; Ortíz, Eduardo; Shaneyfelt, Terrence; Whelan, Chad; Mangrulkar, Rajesh S.

doi:10.1136/bmj.329.7473.1029

Cited by 126 publications

(86 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This procedure could be expected because the information given during the evidencebased-medicine course focused on searching in PubMed. However, the instruction on the search file suggested to start with a search for relevant guidelines, which is in line with the latest insight that practitioners should be stimulated to become more users and not so much doers of evidence-based medicine (22). For them, it is not always necessary to search and appraise original articles themselves.…”

Section: Strength and Limitationsmentioning

confidence: 98%

Enhancing evidence-based advice of occupational health physicians

Schaafsma

Hugenholtz

Boer

et al. 2007

Scand J Work Environ Health

View full text Add to dashboard Cite

Section: Strength and Limitationsmentioning

confidence: 98%

Enhancing evidence-based advice of occupational health physicians

Schaafsma

Hugenholtz

Boer

et al. 2007

Scand J Work Environ Health

View full text Add to dashboard Cite

“…), intervention (education on clinical research and EBM), and the outcome (objective questionnaire results), our tool was consistent with the Straus conceptual model (Straus et al, 2004). A demographic survey, which specifies gender, age, and profession was also included.…”

Section: Course Evaluationmentioning

confidence: 94%

“…Multiple authors conclude that no one tool would be appropriate to evaluate any proposed EBM training intervention-rather a tool designed to evaluate knowledge acquisition in the domains of intended knowledge gain should be thoughtfully selected (Straus et al, 2004;Shaneyfelt et al, 2006). Straus et al proposed a conceptual framework for the evaluation of EBM that advised considering a physician's "mode of practice" of EBM and choosing an evaluation instrument that reflects the different learners, interventions, and outcomes expected (Straus et al, 2004).…”

Section: Course Evaluationmentioning

confidence: 99%

“…Building Surgical Research Capacity Globally Frontiers in Education | www.frontiersin.org November 2017 | Volume 2 | Article 57 inTrODUcTiOn A fundamental understanding of the concepts behind research design, implementation, and analysis is increasingly necessary on the part of physicians and surgeons in order to incorporate rapidly developing biomedical knowledge into practice and deliver the highest quality of patient care. Evidence-based medicine [EBM; or practice, as opposed to opinion-based medicine (Straus et al, 2004)] is the judicious and intentional application of the highest quality available medical knowledge, including epidemiology and clinical research, in conjunction with clinical acumen and experience to the treatment of an individual patient (Evidence Based Medicine Working Group, 1992;Sackett et al, 1996;CEBM, 2013). Clinical research is intimately connected to EBM.…”

mentioning

confidence: 99%

See 1 more Smart Citation

Building Surgical Research Capacity Globally: Efficacy of a Clinical Research Course for Surgeons in Low-Resource Settings

et al. 2017

View full text Add to dashboard Cite

Musculoskeletal injury confers an enormous burden of preventable disability and mortality in low-and moderate-income countries (LMICs). Appropriate orthopedic and trauma care services are lacking. Leading international health agencies emphasize the critical need to create and sustain research capacity in the developing world as a strategic factor in the establishment of functional, independent health systems. One aspect of building research capacity is partnership between developing and developed countries, and knowledge sharing via these collaborations. This study evaluated the efficacy of a short, intensive course designed to educate surgeons on fundamental aspects of clinical research using evidence-based medicine (EBM) principles. Orthopedic surgeons from the United States and Canada presented a one-day course on the fundamentals of clinical research in Havana, Cuba. Knowledge acquisition was assessed on the part of course participants and surveyed current involvement with and attitudes toward clinical research. Questionnaires were presented to participants immediately preceding and following the course. The mean pre-test score was 43.9% (95% CI: 41.1-46.6%). The mean post-test score was 59.3% (95% CI: 56.5-62.1%). There were relative score increases in each subgroup based on professional level, subjective level of familiarity with EBM concepts, and subjective level of experience in research. This study establishes the short-term efficacy of an intensive course designed to impart knowledge in EBM and clinical research. Further study is necessary to determine the long-term benefits of this type of course. This may be a useful part of an overall strategy to build health research capacity in LMICs, ultimately contributing to improved access to high-quality surgical care.

show abstract

“…The results showed that the majority of the studies focused on level 1 and level 2 evaluation to measure learning that occurs separated from the realtime setting of practice. Few studies went beyond level 3 evaluation, which is more difficult to measure because it requires assessment in the practice setting (Straus et al, 2004). However, evaluation of the effectiveness of EBM as an educational intervention should aim to incorporate level 3 and level 4 evaluation into curriculum development to measure the long-term impact of EBM instruction on sustained behavioural changes in a patient care setting and possibly, patient health outcomes.…”

mentioning

confidence: 99%

Evidence Based Medicine Teaching in Undergraduate Medical Education: A Literature Review

Mi¹

2012

EBLIP

View full text Add to dashboard Cite

the terms of the Creative Commons-AttributionNoncommercial-Share Alike License 2.5 Canada (http://creativecommons.org/licenses/by-nc-sa/2.5/ca/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly attributed, not used for commercial purposes, and, if transformed, the resulting work is redistributed under the same or similar license to this one. AbstractObjectives -To determine the year when evidence based medicine (EBM) was introduced and the extent to which medical students were exposed to EBM in undergraduate medical education and to investigate how EBM interventions were designed, developed, implemented, and evaluated in the medical curriculum.Methods -A qualitative review of the literature on EBM interventions was conducted to synthesize results of studies published from January 1997 to December 2011. A comprehensive search was performed on PubMed, CINAHL, Web of Science, Cochrane Library, ProQuest Dissertations & Theses, PsycINFO, and ERIC. Articles were selected if the studies involved some form of quantitative and qualitative research design. Articles were excluded if they studied EBM interventions in medical schools outside the United States or if they examined EBM interventions for allied health profession education or at the levels of graduate medical education and continuing medical education. Thirteen studies which met the selection criteria were identified and reviewed. Information was abstracted including study design, year and setting of EBM intervention, instructional method, instruction delivery format, outcome measured, and evaluation method.Results -EBM was introduced to preclinical years in three studies, integrated into clinical clerkship rotations in primary care settings in eight studies, and spanned preclinical and clinical curricula in two studies. The duration of EBM interventions differed, ranging from a workshop of three student contact hours to a curriculum of Evidence Based Library and Information Practice 2012, 7.3 99 30 student contact hours. Five studies incorporated interactive and clinically integrated teaching and learning activities to support student learning. Diverse research designs, EBM interventions, and evaluation methods resulted in heterogeneity in results across the 13 studies.Conclusions -The review reveals wide variations in duration of EBM interventions, instructional methods, delivery formats for EBM instruction, implementation of an EBM intervention, outcomes measured, and evaluation methods, all of which remain relevant issues for further research. It is important for medical educators and health sciences librarians to attend to these issues in designing and delivering a successful EBM intervention in the undergraduate medical curriculum.

show abstract

Evaluating the teaching of evidence based medicine: conceptual framework

Abstract: Although evidence for the effectiveness of evidence based medicine has accumulated, there is still little evidence on what are the most effective methods of teaching it.

Cited by 126 publications

References 11 publications

Enhancing evidence-based advice of occupational health physicians

Enhancing evidence-based advice of occupational health physicians

Building Surgical Research Capacity Globally: Efficacy of a Clinical Research Course for Surgeons in Low-Resource Settings

Evidence Based Medicine Teaching in Undergraduate Medical Education: A Literature Review

Contact Info

Product

Resources

About