How far did we get? How far to go? A European survey on postgraduate courses in evidence-based medicine

Evidence-based medicine and problem based learning a critical re-evaluation

Evidence-based medicine (EBM) has been the subject of controversy since it was introduced in 1992. However, it has yet to be critically examined as an alternative paradigm for medical education, which is how it was proposed. This commentary examines EBM on the terms on which it was originally advanced and within the context that gave rise to it, the problem-based learning (PBL) environment at McMaster University in the 1970s and 80s. The EBM educational prescription is revealed to be aligned with the information processing psychology (IPP) model of learning through acquisition of general problem solving skills that characterized the early McMaster version of PBL. The IPP model has been identified in the literature as discordant with an alternative, constructivist, model that emerged at Maastricht University in the Netherlands over the subsequent period. Strengths and weaknesses of EBM are identified from the standpoint of the underlying cognitive theories. Principles are proposed with which to guide an educationally viable approach to learning and teaching the valuable skills included within the original EBM formula.

Challenges in teaching systematic reviews to non-clinicians

Systematic reviews are regarded as the cornerstone of evidence-based decision making across many disciplines. The teaching of systematic review methods is thus very important, yet it is a field that still remains unexplored. In this paper, we will outline an approach for teaching non-clinicians about systematic reviews at the University of Cologne. Our aim was to cast some light on the challenges involved and to stimulate discussion and discourse on this topic. Out of a total of twelve weeks of teaching (1.5hours per week), nine of them included hands-on exercises that cover all the steps involved in a systematic review, from defining a specific review question up to conducting and interpreting meta-analyses. The course was based on the Cochrane Handbook for Systematic Reviews of Interventions that provide specific guidance for the development and assessment of systematic reviews. A well-reported, well-conducted systematic review was used as a working example throughout the course. The course was taught by an experienced systematic reviewer without input from additional experts such as information specialists or biometricians. To improve the learning success, four fields of challenge were identified: the selection of appropriate topics for the course assignment, the selection of an appropriate guiding review, specific requirements related for the lecturer, and the integration of methodological progress.

Clinical Physicians' Attitudes towards Evidence-Based Medicine (EBM) and Their Evidence-Based Practice (EBP) in Wuhan, China

Objective: Numerous studies have proved the importance of Evidence-Based Medicine (EBM) in daily clinical practice, however, clinicians’ attitudes play an important role in determining its implementation. The objective of this study was to investigate Chinese clinical physicians’ perception of and attitude towards EBM and their Evidence-Based Practice (EBP) as well as the barriers towards EBP. Methods: Using a cross-sectional design, self-response questionnaires were distributed to clinical physicians (internal medicine and surgery departments) across three tertiary hospitals in Wuhan, China. Results: In total, 131 out of 195 (67.2%) physicians completed and returned the questionnaire. A total of 64.9% of the physicians either knew moderately or a lot about EBM. The mean score of physicians’ attitude toward EBM was 2.35 ± 0.35, and that of their EBP skill/ competency was 1.51 ± 0.56 (on 0–3 Likert scale). In total, 76.0% of physicians often or sometimes applied EBM in routine daily practice. The largest barrier preventing implementation was the varying individual differences in diseases (61.0%), followed by a lack of investment from the hospital/department (39.8%), and a lack of patient cooperation (37.4%). Chinese physicians in tertiary hospitals possessed expressed positive attitudes towards EBM; however, they only retained a moderate level of clinical evidence competency. Both an individual factor (personal interest) and organizational factors (workload, hospital requirement) had an effect on physicians’ attitudes and their EBP skills. Management and organizational efforts, in addition to time dedicated for EBP projects could help reduce barriers that prevent EBP.

Physicians in Kentucky Perceive Physician Assistants to Be Competent Health Care Providers

PURPOSE

The use of certified physician assistants (PA) has increased throughout the US health care system. The purpose of this study was to objectively evaluate physicians' perceptions of PAs' mastery of specific skills. It is important to understand stakeholders' perceptions of PAs' capabilities to support future changes in policies for better utilization of PAs in our health care system.

METHODS

From 2014 to 2015, randomly chosen "active" physicians listed with the Kentucky Board of Medical Licensure were surveyed about their perceptions of competencies of certified PAs. Six competency domains (medical knowledge, interpersonal and communication skills, patient care, professionalism, practice-based learning, and improvement and systems-based practice) were rated using a Likert scale. Each competency-derived skill-based question was ranked by the number of physicians giving the highest scores on the Likert scale (a score of 4 or 5) and by effect size. Cronbach's alpha for the survey was calculated.

RESULTS

An overwhelming majority of the physicians perceived certified PAs to be competent (n ≥ 161, ≥ 60%) for specific skills. The survey had internal consistency with Cronbach's alpha ranging from 0.75 to 0.87 for competency domains. Effect size ranged from 0.44 to 0.98 for scores given by physicians with, versus without, experience with PAs.

CONCLUSIONS

For the first time, there is objective evidence of physicians' perceptions of PAs' mastery of specific competency-derived PA skill sets. This study will help guide effective utilization of PAs throughout the health care system and future PA education.

The design, fate and impact of a hospital-wide training program in evidence-based medicine for physicians - an observational study

BACKGROUND

Many doctors fail to practice Evidence-Based Medicine (EBM) effectively, in part due to insufficient training. We report on the design, fate and impact of a short learner-centered EBM train-the-trainer program aimed at all 2400 doctors at the Karolinska University Hospital in Sweden on the heels of a tumultuous merger, focusing particularly on whether it affected the doctors' knowledge, attitudes and skills regarding EBM.

METHODS

We used a validated EBM instrument in a before-and-after design to assess the impact of the training. Changes in responses were analyzed at the individual level using the Wilcoxon matched pairs test. We also reviewed documentation from the program - including the modular EBM training schedule and the template for participants' Critically Appraised Topic reports - to describe the training's content, design, conduct, and fate.

RESULTS

The training, designed to be delivered in modules of 45 min totaling 1.5 days, failed to reach most doctors at the hospital, due to cost cutting pressures and competing demands. Among study participants (n = 174), many reported suboptimal EBM knowledge and skills before the training. Respondents' strategies for solving clinical problems changed after the training: the proportion of respondents reporting to use (or intend to use) secondary sources "Often/very often" changed from 5 % before the training to 76 % after the training; in parallel, reliance on textbooks and on colleagues fell (48 to 23 % and 79 to 65 %, respectively). Participants' confidence in assessing scientific articles increased and their attitudes toward EBM became more positive. The proportion of correct answers in the EBM knowledge test increased from 52 to 71 %. All these changes were statistically significant at p < 0.05.

CONCLUSIONS

Many study participants, despite working at a university hospital, lacked basic EBM knowledge and skills and used the scientific literature suboptimally. The kind of short learner-centered EBM training evaluated here brought significant improvements among the minority of hospital doctors who were able to participate and, if applied widely, could contribute to better, safer and more cost-effective care.

Learning by doing-teaching systematic review methods in 8 weeks

OBJECTIVE

The objective of this paper is to describe the course "Systematic Reviews and Meta-analysis" at the Johns Hopkins Bloomberg School of Public Health.

METHODS

A distinct feature of our course is a group project in which students, assigned to multi-disciplinary groups, conduct a systematic review. In-class sessions comprise didactic lectures, hands-on exercises, demonstrations, discussion, and group work. Students also work outside of class to complete the systematic review. Students evaluated the course at the end of the term. We also surveyed students from 2004 to 2012 to learn more about the long-term impact of the course.

RESULTS

The course has been offered to more than 800 students since 1995. In our view, aspects that worked well include the hands-on approach, students working in a multidisciplinary group, intensive interaction with the teaching team, moving to an online approach, and continuous updates of the course content. A persistent issue is the constraint of time. 193 of 211 (91%) survey participants reported that the course is currently useful or as having an impact on their work.

CONCLUSIONS

Our experiences have led us to remain committed to a hands-on approach. Our course serves as a bridge between classroom learning and real-world practice, and provides an example of teaching systematic review.

Blended learning in surgery using the Inmedea Simulator

BACKGROUND

Recently, medical education in surgery has experienced several modifications. We have implemented a blended learning module in our teaching curriculum to evaluate its effectiveness, applicability, and acceptance in surgical education.

METHODS

In this prospective study, the traditional face-to-face learning of our teaching curriculum for fourth-year medical students (n = 116) was augmented by the Inmedea Simulator, a web-based E-learning system, with six virtual patient cases. Student results were documented by the system and learning success was determined by comparing patient cases with comparable diseases (second and sixth case). The acceptance among the students was evaluated with a questionnaire.

RESULTS

After using the Inmedea Simulator, correct diagnoses were found significantly (P < 0.05) more often, while an incomplete diagnostic was seen significantly (P < 0.05) less often. Significant overall improvement (P < 0.05) was seen in sixth case (62.3 ± 5.6 %) vs. second case (53.9 ± 5.6 %). The questionnaire revealed that our students enjoyed the surgical seminar (score 2.1 ± 1.5) and preferred blended learning (score 2.5 ± 1.2) to conventional teaching.

CONCLUSION

The blended learning approach using the Inmedea Simulator was highly appreciated by our medical students and resulted in a significant learning success. Blended learning appears to be a suitable tool to complement traditional teaching in surgery.

How to confidently teach EBM on foot: development and evaluation of a web-based e-learning course

BACKGROUND

Scarcity of well-trained clinical tutors is a key constraint in integrating teaching of evidence-based medicine (EBM) into clinical activities.

OBJECTIVES

We developed a web-based educational course for clinical trainers to confidently teach EBM principles in everyday practice. Its e-learning modules defined the learning objectives and incorporated video clips of practical and effective EBM teaching methods for exploiting educational opportunities in six different clinical settings.

METHODS

We evaluated the course with clinical tutors in different specialties across six European countries using a questionnaire to capture learning achievement against preset objectives.

RESULTS

Among 56 tutors, 47 participants (84%) improved their scores from baseline. The mean pre-course score was 69.2 (SD=10.4), which increased to 77.3 (SD=11.7) postcourse (p<0.0001). The effect size was moderate with a Cohen's d of 0.73.

CONCLUSIONS

An e-learning approach incorporating videos of applied EBM teaching and learning based on real clinical scenarios in the workplace can be useful in facilitating EBM teaching on foot. It can be integrated in the continuing professional development programmes for clinical trainers.

Principles and practice of clinical research course for surgeons: an evaluation of knowledge transfer and perceptions

BACKGROUND

Knowledge and training in evidence-based medicine (EBM) and clinical research is under-represented in most surgical training programs in North America. To address a lack of resources for surgeons, trainees and related specialties, we developed a Principles and Practice of Clinical Research (PPCR) course. The current study evaluated transfer of knowledge and perceptions about the course.

METHODS

The course was an intensive 2.5-day workshop consisting of interactive lectures and small group breakout sessions. Pre- and postcourse tests were completed by participants. The Fresno test, questions from the Centre of Applied Medical Statistics (CAMS) test and questions developed by the course chairs were used to determine if participants' knowledge of EBM, clinical research methodology and statistics improved. We also elicited participant perceptions of the course.

RESULTS

Overall participant knowledge about EBM and clinical research methods improved significantly from the pre- to the postcourse test (mean improvement inscore 13.5%, relative increase 35.3%, p < 0.001). Specifically, improvements were demonstrated on the Fresno test (mean improvement 13.5%, relative increase 36.1%, p< 0.001) and the CAMS test (mean improvement 11.4%, relative increase 20.1%, p = 0.001). Participants showed the greatest improvement in general knowledge about clinical research (mean improvement 15.4%, relative increase 46.5%, p < 0.001). The PPCR course was well received; 30 (81.1%) participants who completed the course evaluation gave it a positive rating.

CONCLUSION

Participants in a short course focusing on EBM and clinical research methodology had significant improvements in scores on tests of knowledge gained. Widespread implementation of similar courses may bridge knowledge gaps for surgeons, surgical trainees and health professionals. Whether shorter knowledge gain sare retained in the longer term remains unknown.

Values add value: an online tool enhances postgraduate evidence-based practice learning

BACKGROUND

To better prepare practitioners for the complex world of clinical decision-making, teaching evidence-based practice needs to move beyond its focus on skills and knowledge to give students an experience and understanding of applying evidence in practice.

AIM

To explore whether incorporating an online values-based tool enhanced learning in a post graduate epidemiology course.

METHODS

Having completed a critical appraisal of an epidemiological study, students were asked to then respond to a case scenario, using the analytical frameworks of the Values-Exchange, a software tool that highlights ethical domains in decision-making. The student experience of the Values-Exchange was evaluated using focus groups. Sessions were audiotaped and transcribed. In total, 613 responses were analysed by two independent coders to identify emergent themes.

RESULTS

Three main themes emerged: (1) the Values-Exchange exposed students to new concepts and ideas relating to healthcare decision-making; (2) the diversity of other student values broadened their perspectives and (3) the experience brought reality to what it means to apply evidence in practice.

CONCLUSION

Adding an online values-based tool to clinical epidemiology teaching was highly valued by students and enabled new understandings of empirical evidence and its application in practice.

How can we teach EBM in clinical practice? An analysis of barriers to implementation of on-the-job EBM teaching and learning

INTRODUCTION

Evidence-based medicine (EBM) improves the quality of health care. Courses on how to teach EBM in practice are available, but knowledge does not automatically imply its application in teaching. We aimed to identify and compare barriers and facilitators for teaching EBM in clinical practice in various European countries.

METHODS

A questionnaire was constructed listing potential barriers and facilitators for EBM teaching in clinical practice. Answers were reported on a 7-point Likert scale ranging from not at all being a barrier to being an insurmountable barrier.

RESULTS

The questionnaire was completed by 120 clinical EBM teachers from 11 countries. Lack of time was the strongest barrier for teaching EBM in practice (median 5). Moderate barriers were the lack of requirements for EBM skills and a pyramid hierarchy in health care management structure (median 4). In Germany, Hungary and Poland, reading and understanding articles in English was a higher barrier than in the other countries.

CONCLUSION

Incorporation of teaching EBM in practice faces several barriers to implementation. Teaching EBM in clinical settings is most successful where EBM principles are culturally embedded and form part and parcel of everyday clinical decisions and medical practice.

E-learning program for medical students in dermatology

INTRODUCTION

Dermatological disorders are common in medical practice. In medical school, however, the time devoted to teaching dermatology is usually very limited. Therefore, online educational systems have increasingly been used in medical education settings to enhance exposure to dermatology.

OBJECTIVE

The present study was designed to develop a e-learning program for medical students in dermatology and evaluate the impact of this program on learning.

METHODS

This prospective study included second year medical students at the University of Technology and Science, Salvador, Brazil. All students attended discussion seminars and practical activities, and half of the students had adjunct online seminars (blended learning). Tests were given to all students before and after the courses, and test scores were evaluated.

RESULTS

Students who participated in online discussions associated with face-to-face activities (blended learning) had significantly higher posttest scores (9.0 ± 0.8) than those who only participated in classes (7.75±1.8, p <0.01).

CONCLUSIONS

The results indicate that an associated online course might improve the learning of medical students in dermatology.

How to teach evidence-based medicine to teachers: reflections from a workshop experience

RATIONALE, AIMS AND OBJECTIVES

To summarize 20-year experience of conducting a workshop designed for educators who wish to improve their teaching skills of evidence based medicine (EBM). The goal is to provide tips for educators interested in replicating this educational model.

METHODS

Qualitative description of factors associated with the success of the workshop.

RESULTS

The factors considered by instructors to be most helpful are: the small group interactive design, role-play and simulation of real world learning environments, a mentorship model and high educator to learner ratio.

CONCLUSIONS

Although this experience is observational and does not represent high quality evidence, certain attributes in the design of EBM workshops may lead to better dissemination of EBM concepts. Educators may consider empirically applying some of these attributes and testing their efficacy in comparative studies.