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)¶

Claim · All claims
Evidence · 1 study · review r3 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? A 3-month single intervention for Nigerian medical students produced a statistically significant increase in self-reported knowledge and attitudes regarding EBM, with understanding of EBM concepts increasing from 2.20 (0.85) to 3.17 (0.80) on a 4-point rating scale (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

Pre-post evaluation of a 3-month single-intervention EBM course for 5th-year medical students (n=54) in Nigeria. Understanding of EBM concepts rose from 2.20 (0.85) to 3.17 (0.80), P<0.001, on a 4-point rating scale.

"Mean scores for their understanding of the EBM concepts increased from 2.20 (0.85) to 3.17 (0.80) on a 4-point rating scale (P<0.001)."

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 small-group EBM intervention improved medical students' overall attitudes and skills scores across three assessment points over 15 months — 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 — a broader claim this one bears on
• A multifaceted EBM course for medical students produced a mean pre-post Fresno test difference of 92.8 points (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
• EBP attitude change depends on measurement timing: immediate post-test measures show no difference while longer-term measures show improvement — related