A longitudinal multifaceted EBM curriculum for medical students significantly increased Berlin questionnaire and Fresno test knowledge scores over two and three years¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? EBM knowledge scores on the 15-point Berlin questionnaire increased from baseline by 3.0 points at the end of the second year and by 3.4 points at the end of the third year (P<0.001). → Kyriakoulis Konstantinos 2016 q3 i? EBM knowledge scores on the 212-point Fresno test increased from baseline by 39.7 points at the end of the course and by 54.6 points at the end of the third year (P<0.001). → Kyriakoulis Konstantinos 2016 (2)

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 longitudinal multifaceted EBM curriculum (didactic, small-group sessions, EBP assignments) for 2nd-year medical students (n=99). Berlin questionnaire scores rose 3.0 points (year 2) and 3.4 points (year 3), both P<0.001.

"EBM knowledge scores on the 15-point Berlin questionnaire increased from baseline by 3.0 points at the end of the second year of the course and by 3.4 points at the end of the third year (P<0.001)."

Kyriakoulis Konstantinos 2016 (2)¶

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

Same longitudinal curriculum evaluation; Fresno test scores increased from baseline by 39.7 points at course end and 54.6 points at third-year end, both P<0.001, in this pre-post study of 2nd-year medical students.

"EBM knowledge scores on the 212-point Fresno test increased from baseline by 39.7 points at the end of the course and by 54.6 points at the end of the third year (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
• An EBP curriculum culture intervention at a dental college increased students' journal reading, research-report evaluation confidence, and evidence-use experience — related
• A longitudinal small-group EBM intervention improved medical students' overall attitudes and skills scores across three assessment points over 15 months — related
• Multifaceted EBP interventions combining lectures, computer sessions, small-group discussions, journal clubs, and assignments were more likely to improve knowledge, skills, and attitudes than single interventions or no intervention — a broader claim this one bears on
• 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
• 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
• All but seven of the 20 included studies reported using valid and reliable instruments, including the Fresno test, Berlin questionnaire, and EBP competence questionnaire — related