Teaching and learning strategies of evidence based medicine: A meta-synthesis of learners and instructors perspective

Chandran, Vijay; Balakrishnan, Athira; Rashid, Muhammed; Khan, Sohil; Devi, Elsa Sanatombi; Kulyadi, Girish Pai; Nair, Sreejayan; Thunga, Girish

doi:10.1016/j.cegh.2023.101280

Cited by 3 publications

(2 citation statements)

References 53 publications

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“…Students have also signalled that they want more practice of application and discussions, for example, in workshop or seminar format. Workshop format together with lectures and tutorials is also suggested by Chandran et al as the most popular format among students 13. The challenge for us is to find teacher capacity and time in a full schedule.…”

Section: Implementing a Systematic Review Framework For Ebm—a Collabo...mentioning

confidence: 99%

“…Although these competencies are part of curricula for medical and health education programmes in Sweden, there is no consensus on which methods best support learning of EBM 7 8. Teaching varies between contexts regarding (a) emphasis on EBM in a curriculum, (b) teaching methods, (c) online versus in-classroom or clinical setting, (d) frequency of learning and (e) assessment of learning 4 8–13. There is a large number of models and tools designed to understand and facilitate EBM, for example, evidence hierarchy, critical appraisal or risk of bias assessment tools and checklists.…”

Section: Introductionmentioning

confidence: 99%

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Teaching evidence-based medicine by using a systematic review framework: implementation in a Swedish university setting

Björklund,

Ringsten,

Bruschettini

et al. 2024

BMJ EBM

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Section: Implementing a Systematic Review Framework For Ebm—a Collabo...mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Teaching evidence-based medicine by using a systematic review framework: implementation in a Swedish university setting

Björklund,

Ringsten,

Bruschettini

et al. 2024

BMJ EBM

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Access from healthcare professionals to evidence-based pharmacotherapy in allergy management

Carvalho

2024

Current Opinion in Allergy &Amp; Clinical Immunology

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Purpose of review Access to evidence-based pharmacotherapy (EBP) is crucial in effectively managing allergies. Allergy conditions, including rhinitis, asthma, and dermatitis, require treatment guided by scientific evidence. However, healthcare professionals face challenges in accessing relevant information. Recent findings The dynamic nature of allergy research, coupled with limited resources and variability in practice guidelines, complicates decision-making. Summary To enhance access, healthcare institutions should invest in comprehensive online resources tailored to allergy management, such as databases and platforms. Advances in algorithm development have shown that artificial intelligence and machine learning can enhance clinical decision-making. Integrating allergy-specific Clinical Decision Support Systems (CDSS) into electronic health records can assist professionals in making EBP decisions at the point of care. Continuing education and training programs focused on allergy management can keep healthcare providers updated on the latest research and guidelines. Multidisciplinary teams facilitate knowledge exchange and standardize practice approaches. Social media outlets can be a great route to publicize work carried out or in progress to a target audience of interest. By bridging the gap between evidence and practice in allergy management, healthcare systems can ensure optimal care for patients, alleviating the burden of allergic diseases on individuals and society.

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Teaching Methods in Medical Education: An Analysis of the Assessments and Preferences of Students

Fernández-Rodríguez,

Arenas-Fenollar,

Lacruz-Pérez

et al. 2023

Sustainability

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Knowing which teaching methods students value the most is important, as it directly affects the quality of learning. This paper analyzes which teaching methods are most commonly used in the Medicine Degree at a Spanish university, as perceived by both professors and students. It further explores the students’ assessments of these methods and the relationship between these assessments and the methods’ frequencies of use. The participants were 36 professors and 150 students. Professors completed the Teaching and Assessment Methodology of University Faculty Questionnaire (TAMUFQ), while students were administered a specially designed questionnaire. The questionnaire defined twelve teaching methods, and students were asked to provide their personal assessment and the frequency of use for each method based on their experiences. Professors reported adhering to a traditional style of teaching and assessment. According to the students, the most commonly used method was the lecture, although their assessments of lectures were significantly lower than the frequency with which that method was being used. Regarding the eleven remaining methods, the prospective doctors’ assessments were significantly higher than the methods’ degree of use. The main conclusion is that, while students did not negatively assess lectures, they considered them to be overused. This may mean that the potential of other teaching methods is being missed.

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Teaching and learning strategies of evidence based medicine: A meta-synthesis of learners and instructors perspective

Cited by 3 publications

References 53 publications

Teaching evidence-based medicine by using a systematic review framework: implementation in a Swedish university setting

Teaching evidence-based medicine by using a systematic review framework: implementation in a Swedish university setting

Access from healthcare professionals to evidence-based pharmacotherapy in allergy management

Teaching Methods in Medical Education: An Analysis of the Assessments and Preferences of Students

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