A prospective mixed-methods study evaluating the integration of an evidence based medicine curriculum into an internal medicine residency program.
curriculum development
curriculum evaluation
evidence based medicine
mixed-methods
residency program
Journal
Advances in medical education and practice
ISSN: 1179-7258
Titre abrégé: Adv Med Educ Pract
Pays: New Zealand
ID NLM: 101562700
Informations de publication
Date de publication:
2019
2019
Historique:
received:
29
01
2019
accepted:
08
07
2019
entrez:
16
8
2019
pubmed:
16
8
2019
medline:
16
8
2019
Statut:
epublish
Résumé
Evidence based medicine (EBM) skills are often lacking in the general internal medicine physician population. Our aim is to evaluate the impact of our internal medicine EBM curriculum on the residents' EBM skills and knowledge through mixed methods. A prospective study was performed that evaluated the EBM curriculum: quantitatively, with pre/posttests and qualitatively through a focus group that addressed residents' opinion on the educational and clinical impact of each aspect of the curriculum. A total of 60 internal medicine residents were surveyed. Short-term EBM skills: therapy workshops (N=25) median pretest score of 8 (IQR): [6-9]) vs posttest 8 (IQR: [8-9]), ( This curriculum adds a significant contribution to the current field of medical education as it fills an important educational gap, through defining ways of effectively delivering EBM concepts which led to improvement in residents' ability to evaluate and apply medical literature. The EBM curriculum was overall well received by the residents.
Identifiants
pubmed: 31413652
doi: 10.2147/AMEP.S203334
pii: 203334
pmc: PMC6659792
doi:
Types de publication
Journal Article
Langues
eng
Pagination
533-546Déclaration de conflit d'intérêts
Written approval to use the Fresno test was obtained. Dr. Alexandra Halalau reports being a tutor in the Evidence Based Clinical Practice workshop at McMaster University. The authors report no other conflicts of interest in this work.
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