An online EBM course integrated with clinical clerkships significantly improved question development, sources of evidence, and search strategies scores among medical students¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? An online EBM course with six didactic modules run concurrently with clinical clerkships significantly improved pre-post scores for question development (3.73 to 4.13), sources of evidence (3.96 to 4.53), and search strategies (5.07 to 5.86), all 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? · causal · r1

Pre-post evaluation of an online EBM course (six online didactic modules and sessions) run concurrently with clinical clerkships for 3rd-year medical students (n=139) in the US. Table 2 reports "Question development: 3.73 (1.27) vs. 4.13 (1.39), P<0.001" plus significant gains in sources of evidence and search strategies.

"Question development: 3.73 (1.27) vs. 4.13 (1.39), 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
• 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 — related
• A multifaceted EBM course for medical students produced a mean pre-post Fresno test difference of 92.8 points (P<0.001) — 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
• 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
• 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
• A single two-hour EBM literature searching workshop did not significantly improve medical students' overall EBM literature searching skills at one week (10.51 vs. 10.50, P=0.99) — reports the opposite