Exposure to a 14-session EBM intervention was associated with higher confidence in critical appraisal skills among medical students (M5 EBM 17.1 vs. M5 non-EBM 8.4, P<0.001)¶
Claim · All claims
Evidence · 1 study · reviewr3·q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Confidence in critical appraisal skills differed across exposure groups: 5th-year students exposed to the intervention scored 17.1 (3.6) versus 8.4 (5.7) for 5th-year students not exposed, and 11.7 (6.3) for 4th-year students not yet exposed (P<0.001). → 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 · r3
Controlled trial of 14 two-hour weekly EBM sessions for medical students (n=289) in Mexico, comparing exposed and non-exposed year groups. Confidence in critical appraisal skills was 17.1 (3.6) for exposed 5th-years versus 8.4 (5.7) for non-exposed 5th-years, P<0.001.
"Confidence in critical appraisal skills: mean (SD) M4=11.7 (6.3) vs. M5 non-EBM=8.4 (5.7) vs. M5 EBM=17.1 (3.6) vs. M6=16.8 (4), P<0.001"
Discussion¶
Related Claims¶
- A three-session EBM and critical appraisal course produced a highly statistically significant overall pre-post score difference (Z-score=-3.398, P=0.001) among medical students — related
- A statistically significant increase in medical students' self-reported EBM knowledge and attitudes was found after a 3-month single-intervention course, with EBM concept understanding rising from 2.20 to 3.17 (P<0.001) — related
- A longitudinal small-group EBM intervention improved medical students' overall attitudes and skills scores across three assessment points over 15 months — related
- A multifaceted EBM course for medical students produced a mean pre-post Fresno test difference of 92.8 points (P<0.001) — related
- An online EBM course integrated with clinical clerkships significantly improved question development, sources of evidence, and search strategies scores among medical students — related
- Medical students who received multifaceted EBM training and searched PubMed or Medline more than three times per week increased from 9.7% to 31.7% (P<0.001) — related
- An elective EBM course for pharmacy students improved pre-post course scores from 8.6/15 to 13.7/15, with preceptors and students reporting improved literature critique and interpretation confidence — related
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