Effectiveness of Modalities to Teach Evidence Based Medicine to Pediatric Clerkship Students: A Randomized Controlled Trial.
To evaluate the effectiveness of a traditional didactic session (TDS) as compared to a self-paced, interactive, multimedia module (SPM) on the application of evidence-based medicine (EBM) skills among medical students during their inpatient pediatric rotation. We conducted a randomized controlled tr...
| Publicado en: | Academic Pediatrics Vol. 21; no. 2; pp. 375 - 384 |
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| Autores principales: | , , , , , , , , , |
| Formato: | research tables/charts randomized controlled trial Journal Article |
| Publicado: |
Elsevier B.V.
Mar2021
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=148863023&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 148863023 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 18762859 8NBK jtl: Academic Pediatrics issn: 18762859 maglogo: N pubinfo: dt: Mar2021 vid: 21 iid: 2 pid: 467 pub: Elsevier B.V. place: New York, New York artinfo: ui: 148863023 148863023 148863023 10.1016/j.acap.2020.09.012 148863023 ppf: 375 ppct: 9 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Effectiveness of Modalities to Teach Evidence Based Medicine to Pediatric Clerkship Students: A Randomized Controlled Trial. aug: au: Hadvani, Teena Dutta, Ankhi Choy, Eric Kumar, Shelley Molleda, Carolina Parikh, Vipul Lopez, Michelle A. Lui, Karen Ban, Kathryn Wallace, Sowdhamini S. affil: Department of Pediatrics (T Hadvani, E Choy, C Molleda, V Parikh, MA Lopez, K Lui, K Ban, and SS Wallace), Section of Pediatric Hospital Medicine, Baylor College of Medicine, Houston, Tex sug: subj: Medical Practice, Evidence-Based Education Pediatrics Education, Medical Students, Medical Teaching Methods Human Randomized Controlled Trials Internet Learning Descriptive Statistics Data Analysis Software Chi Square Test Fisher's Exact Test T-Tests Content Analysis Confidence Intervals ab: To evaluate the effectiveness of a traditional didactic session (TDS) as compared to a self-paced, interactive, multimedia module (SPM) on the application of evidence-based medicine (EBM) skills among medical students during their inpatient pediatric rotation. We conducted a randomized controlled trial from June, 2017 to June, 2018 at a quaternary care children's hospital. Students were randomized to TDS or SPM during each 2-week block. All students completed a critical appraisal tool (CAT) of evidence related to a clinical question in a standardized appraisal form and self-reflected about the EBM process. The primary outcome was the numeric score of the CAT derived by using the validated Fresno tool. Secondary outcomes of knowledge, attitudes, confidence, and self-reported behaviors related to EBM were measured using validated surveys. Statistical analysis was performed using Student's t test for CAT scores and mixed-model procedure (PROC MIXED), with subject as random effect and time as repeated measure for the secondary outcomes. One hundred twenty-seven clerkship students were included. Overall, there was no significant difference in mean CAT scores for TDS (n = 59) versus SPM (n = 66) groups (90.3 vs 92.0, P =.65). There were no significant differences between SPM and TDS groups for knowledge (P =.66), attitudes (P =.97), confidence (P =.55), and accessing evidence (P =.27). Both groups showed significant gains in knowledge, attitudes, confidence, and accessing evidence from baseline to postcourse. Improvements in knowledge and confidence were sustained at 3-months. A SPM learning module is as effective as a TDS module for application of EBM concepts and knowledge to patient care. pubtype: Academic Journal doctype: research tables/charts randomized controlled trial Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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