INTRODUCTION: Evidence-based medicine (EBM) integrates published clinical evidence with patient values and clinical expertise, the output of which is informed medical decision making. Key skills for evidence-based practice include acquisition and appraisal of clinical information. Faculty clinicians often lack expertise in these skills and are therefore unable to demonstrate this process for students and residents. METHODS: We conducted a yearlong case-based EBM workshop for 28 clinician educators, with precourse and postcourse evaluations of EBM resource use and literature appraisal skills. RESULTS: Of the original 28 participants, 26 completed the course. Self-assessed EBM resource use improved significantly. Self-reported EBM knowledge correlated with measured skill (r = 0.45), and both improved with the intervention (both p < .001). Higher EBM skills scores correlated with time logged on the course's EBM Web sites (r = 0.56; p < .05), workshop attendance rates (r = 0.55; p = .003), and fewer years since medical school graduation (r = -0.56; p < .005). DISCUSSION: An interactive, longitudinal, EBM course derived from a needs assessment can improve 2 skills important for evidence-based practice: online literature retrieval and critical appraisal skills.
INTRODUCTION: Evidence-based medicine (EBM) integrates published clinical evidence with patient values and clinical expertise, the output of which is informed medical decision making. Key skills for evidence-based practice include acquisition and appraisal of clinical information. Faculty clinicians often lack expertise in these skills and are therefore unable to demonstrate this process for students and residents. METHODS: We conducted a yearlong case-based EBM workshop for 28 clinician educators, with precourse and postcourse evaluations of EBM resource use and literature appraisal skills. RESULTS: Of the original 28 participants, 26 completed the course. Self-assessed EBM resource use improved significantly. Self-reported EBM knowledge correlated with measured skill (r = 0.45), and both improved with the intervention (both p < .001). Higher EBM skills scores correlated with time logged on the course's EBM Web sites (r = 0.56; p < .05), workshop attendance rates (r = 0.55; p = .003), and fewer years since medical school graduation (r = -0.56; p < .005). DISCUSSION: An interactive, longitudinal, EBM course derived from a needs assessment can improve 2 skills important for evidence-based practice: online literature retrieval and critical appraisal skills.
Authors: Negar Ahmadi; Luc Dubois; Marg McKenzie; Carl J Brown; Anthony R MacLean; Robin S McLeod Journal: Can J Surg Date: 2013-08 Impact factor: 2.089
Authors: Cailee E Welch; Dorice A Hankemeier; Aimee L Wyant; Danica G Hays; William A Pitney; Bonnie L Van Lunen Journal: J Athl Train Date: 2014-02-25 Impact factor: 2.860
Authors: Cailee E Welch; Bonnie L Van Lunen; Dorice A Hankemeier; Aimee L Wyant; Jessica M Mutchler; William A Pitney; Danica G Hays Journal: J Athl Train Date: 2014-02-27 Impact factor: 2.860
Authors: Dorice A Hankemeier; Jessica M Walter; Cailee W McCarty; Eric J Newton; Stacy E Walker; Shana L Pribesh; Beth E Jamali; Sarah A Manspeaker; Bonnie L Van Lunen Journal: J Athl Train Date: 2013-02-20 Impact factor: 2.860
Authors: Cailee W McCarty; Dorice A Hankemeier; Jessica M Walter; Eric J Newton; Bonnie L Van Lunen Journal: J Athl Train Date: 2013-02-20 Impact factor: 2.860