Teaching evidence-based medicine with electronic databases for preclinical education

Author:

Ma Kevin Sheng-Kai123ORCID,Chang Hui-Chin45,Krupat Edward678

Affiliation:

1. Center for Global Health, Perelman School of Medicine, University of Pennsylvania, Philadelphia, Pennsylvania

2. Department of Dentistry, Chung Shan Medical University and Chung Shan Medical University Hospital, Taichung, Taiwan

3. Graduate Institute of Biomedical Electronics and Bioinformatics, College of Electrical Engineering and Computer Science, National Taiwan University, Taipei, Taiwan

4. Library, Chung Shan Medical University Hospital, Taichung, Taiwan

5. School of Medicine, Chung Shan Medical University, Taichung, Taiwan

6. Department of Medicine, Beth Israel Deaconess Medical Center, Boston, Massachusetts

7. Center for Evaluation, Harvard Medical School, Harvard University, Boston, Massachusetts

8. Dental Education Program, Harvard School of Dental Medicine, Boston, Massachusetts

Abstract

To evaluate the efficacy of an educational module on evidence-based medicine (EBM) assisted with electronic medical databases (EMDs) for preclinical education, medical students ( n = 111) were matriculated in a program consisted of 16 2-h sessions on EBM plus hands-on experience on EMDs in a problem-based learning-type format. Students were required to make an oral presentation on designated clinical scenarios before and after the sessions, without prior notice, as an indicator of performance. In addition, questionnaires focusing on behavioral changes, awareness, and confidence of mastering EBM were administered before and after the sessions to assess the attitudinal and behavioral impact of the intervention on the participants. We found evidence of better postprogram performance in utilizing EBM-relevant concepts and resources when the enrolled medical students were giving oral presentations. Moreover, the participants reported increased awareness of EBM and, behaviorally, increased utilization of EBM-relevant resources provided by libraries. Also, they reported improvement on appropriately using EBM-relevant resources, and 99% of the participants reported strong confidence in practicing EBM. In conclusion, modules on EBM implemented with EMDs benefitted medical students in scenario-oriented PBL tutorials. Improvements in awareness, behavior, confidence, and performance in mastering EBM were noted.

Publisher

American Physiological Society

Subject

General Medicine,Physiology,Education

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