An EBP-structured case conference produced significantly higher post-intervention EBP knowledge scores than a weekly didactic lecture among final-year medical students¶

Claim · All claims
Evidence · 1 study · review r2 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? When compared to students in the didactic lecture group, students in the EBP conference group had significantly higher post-intervention scores of EBP knowledge: 21.2 (3.5) vs. 19.0 (4.6), P<0.01. → Kyriakoulis Konstantinos 2016

Evidence¶

Kyriakoulis Konstantinos 2016¶

Kyriakoulis Konstantinos, Patelarou Athina, Laliotis Aggelos, Wan Andrew C, Matalliotakis Michail, Tsiou Chrysoula, Patelarou Evridiki. (2016). Educational strategies for teaching evidence-based practice to undergraduate health students: systematic review. Journal of Educational Evaluation for Health Professions. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5066070/

q3 · i? · review · r2

Randomised controlled trial comparing a weekly EBP-structured case conference with a weekly didactic lecture for final-year medical students (n=94) in Taiwan. The review reports "significantly higher post-intervention scores of EBP knowledge: 21.2 (3.5) vs. 19.0 (4.6), P<0.01".

"When compared to students in the didactic lecture group, students in the EBP conference group had significantly higher post-intervention scores of EBP knowledge: 21.2 (3.5) vs. 19.0 (4.6), P<0.01."

Discussion¶

Related Claims¶

• The EBP-structured case conference group also scored higher on EBP application than the didactic lecture group (18.7 vs. 15.3, P=0.001) — related
• In the one controlled pre/post comparison, WhatsApp learning and didactic lectures both improved knowledge but did not differ between groups — related
• In a randomised trial of 80 first-year postgraduate oncology trainees, CBL produced significantly higher examination scores and satisfaction than traditional lecture-based learning, though confidence intervals crossed the null for examination results — related
• EBP interventions significantly increased nursing students' EBP efficacy scores from a mean of 2.30 ('a little confident') to 3.05 ('confident') — related
• Multifaceted EBP interventions combining lectures, computer sessions, small-group discussions, journal clubs, and assignments were more likely to improve knowledge, skills, and attitudes than single interventions or no intervention — a broader claim this one bears on