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¶
Claim · All claims
Evidence · 1 study · reviewr3·q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
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q3 i? A three-session course for 4th-year medical students produced a highly statistically significant overall difference between pre- and post-test scores (Z-score=-3.398, 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 three-session EBM and critical appraisal course for 4th-year medical students (n=319) in the US. The review reports "Overall difference between pre- and post-tests scores was highly statistically significant (Z-score=-3.398, P=0.001)".
"Overall difference between pre- and post-tests scores was highly statistically significant (Z-score=-3.398, P=0.001)"
Discussion¶
Related Claims¶
- A multifaceted EBM course for medical students produced a mean pre-post Fresno test difference of 92.8 points (P<0.001) — 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
- 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 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) — a narrower finding that bears on this claim
- An online EBM course integrated with clinical clerkships significantly improved question development, sources of evidence, and search strategies scores among medical students — related
- A longitudinal small-group EBM intervention improved medical students' overall attitudes and skills scores across three assessment points over 15 months — related
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