A longitudinal small-group EBM intervention improved medical students' overall attitudes and skills scores across three assessment points over 15 months¶
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? A single intervention of 5 EBM steps taught in small-group sessions over 15 months improved overall attitudes (2.4 to 3.6 to 4.0) and overall skills (2.2 to 3.4 to 3.8) across assessments before, mid, and after the course, with mid and post ratings significantly improved versus baseline. → 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
Longitudinal pre-post evaluation of EBM integration into a medical school curriculum for 4th-year medical students (n=259) in Thailand, with three assessments (before, middle, after). Table 2 reports "Overall attitudes: 2.4 (1.7, 3.0) vs. 3.6 (3.0, 4.0) vs. 4.0 (3.4, 4.2)" and skills rising from 2.2 to 3.8.
"Overall attitudes: 2.4 (1.7, 3.0) vs. 3.6 (3.0, 4.0) vs. 4.0 (3.4, 4.2)"
Discussion¶
Related Claims¶
- 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) — related
- A longitudinal multifaceted EBM curriculum for medical students significantly increased Berlin questionnaire and Fresno test knowledge scores over two and three years — 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 multifaceted EBM course for pharmacy students significantly improved overall EBM test scores (11.4 vs. 12.6, P<0.0001) — related
- 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
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