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¶
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 2-hour weekly elective EBM course for 3rd-year pharmacy students improved pre-post course scores from 8.6/15 to 13.7/15, with 79% of preceptors agreeing students were more efficient in critiquing literature and 100% of students agreeing they were confident to interpret it. → 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 a 2-hour weekly elective EBM course (case studies, problem-based learning, journal club simulations, student-driven wiki pages) for 3rd-year pharmacy students (n=14) in the US. Table 3 reports "Pre- vs. post- course: 8.6/15 vs. 13.7/15" plus preceptor (79%) and student (100%) survey agreement.
"Pre- vs. post- course: 8.6/15 vs. 13.7/15"
Discussion¶
Related Claims¶
- A multifaceted EBM course for pharmacy students significantly improved overall EBM test scores (11.4 vs. 12.6, P<0.0001) — related
- An online EBM course integrated with clinical clerkships significantly improved question development, sources of evidence, and search strategies scores among medical students — 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 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
- 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
- Participants in the Essential Searching Skills course showed increased pre-test to post-test confidence and knowledge on skills covered in the course — 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) — related
- Game-based learning improved pharmacy students' literature searching course scores in one reported study — related
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