An interactive forum organized in six 120-minute sessions produced a median pre-post overall score difference of 13% (P<0.001) among medical students¶
Claim · All claims
Evidence · 1 study · reviewr2·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? An interactive forum organized in six 120-minute sessions for 3rd and 4th year medical students produced a median difference between overall pre- and post-course scores of 13% (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 · r2
Pre-post evaluation of an interactive forum organized in six 120-minute sessions for developing EBM skills among 3rd and 4th year medical students (n=30) in the US. The review reports a "Median difference between overall scores from pre- to post- course administrations was 13% (min 13% and max 73%) (P< 0.001)".
"Median difference between overall scores from pre- to post- course administrations was 13% (min 13% and max 73%) (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
- An online EBM course integrated with clinical clerkships significantly improved question development, sources of evidence, and search strategies scores among medical students — related
- Duration of an average PLL session (50–180 minutes) did not significantly moderate the effect on cognitive achievement; the descriptive 60-versus-120-minute advantage did not generalise across durations — related
- A multifaceted information-skills elective produced pre-post gains across search-related tasks among medical students, including assessing reliability/validity of web information (2.59 to 3.77) — 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
Page metadata
| Field | Value |
|---|---|
status |
review |
generated |
by process:wiki-ingest on 2026-11-01 |
trust |
unverified — no one has confirmed this page's content |
Frontmatter is the page's machine-readable record — see the Schema & Guide.