Guided Mentorship in Evidence-Based Medicine for Psychiatry: A Pilot Cohort Study Supporting a Promising Method of Real-Time Clinical Instruction

Abstract

Guided mentoring in evidence-based medicine appears promising for further study.

Are journal clubs effective in supporting evidence-based decision making? A systematic review. BEME Guide No. 16.

“…First, the study design should be based on pedagogical theory, for example using the principles of adult learning. This is in line with recommendations that research into the effectiveness of EB teaching needs to be more closely aligned with theory (Coverdale et al 2008) particularly educational theories that support real-time integration of education with clinical practice (Mascola 2008) The findings from this realist synthesis suggest an emerging theory for effective JCs; effective clubs will use a multifaceted approach providing mentoring, didactic support when needed, structured instruments for critical appraisal, and experts to facilitate interactive discussion of clinical applicability. Second, the goals of the JC need to be explicitly stated (Alguire 1998).…”

What to Learn and How to Teach It: Five Years of Pre-Meetings for Training Directors in Psychiatry

“…A broader recognition arose, around the same time, that mechanisms need to be developed to facilitate research training, beginning in medical school or early in residency, rather than afterward (2). In addition to the decrease in the number of psychiatrists pursuing research, there is a general lack of training and knowledge among teachers of psychiatry residents about evidence-based medicine (EBM) and how to teach research literacy (RL) (3–6). …”

“…Secondly, in focusing upon basic, rather than higher-level statistics or study-design issues, which can often alienate those less experienced in research, the series was intended to make EBM and RL something that everyone would feel comfortable pursuing as Life Long Learning and Maintenance of Certification (MOC). This latter issue is of growing importance, since MOC is required every 10 years of all those who have graduated since 1994 (3–6). …”

Enhancing the connection between the classroom and the clinical workplace: A systematic review

“…Fifteen out of the 20 studies involved processes of supervision that aimed to enhance the transfer of learning, namely formulating learning goals with students [31, 36], reviewing prior learned competences [32, 33, 36], linking patient cases with classroom-based learning content [24, 33, 41, 51], modelling the application of the competences [42], offering opportunity to practice with real patients ( n  = 9), providing feedback to the students ( n  = 6) and facilitating reflection after clinical work ( n  = 5). These supervision processes were facilitated by a medical doctor, either on a one-on-one basis or in a small group of students.…”