Nicholas J Clode1, Kirsty Danielson2, Elizabeth Dennett2. 1. Department of Surgery and Anaesthesia, University of Otago Wellington, Wellington, New Zealand; Therapies Department, Hutt Valley DHB, Lower Hutt, New Zealand. 2. Department of Surgery and Anaesthesia, University of Otago Wellington, Wellington, New Zealand.
Abstract
AIMS: To identify whether medical students' self-perception of competence with evidence-based medicine (EBM) increases throughout their senior years of medical training. Furthermore, to identify whether their self-perception aligns with their true competence measured using a validated tool. This investigation also outlines whether students report observation of and participation in the process of EBM in clinical practice. METHODS: A cross-sectional survey was undertaken with a convenience sample of medical students in their fourth, fifth and sixth years of training at one campus site of Otago Medical School between February and April 2018. Self-perceived competence with EBM was measured using a 10-item questionnaire. True competence was measured using the Assessing Competency in Evidence-Based Medicine (ACE) tool. Students were asked to self-report their observation of and participation in the process of EBM in clinical settings. RESULTS: Out of 99 students invited to participate, we received a response rate of 97%. Participants included 37 fourth-year, 32 fifth-year and 27 sixth-year students. Mean self-perceived EBM competence was higher in sixth-year compared to fourth-year students. True competence was not significantly different between year groups. Medical students reported little observation of EBM in clinical settings, and few students reported to have participated in the process of EBM during clinical encounters. CONCLUSION: The lack of explicit role modelling of EBM in clinical environments may be a barrier to students improving EBM competence in the senior years of medical training.
AIMS: To identify whether medical students' self-perception of competence with evidence-based medicine (EBM) increases throughout their senior years of medical training. Furthermore, to identify whether their self-perception aligns with their true competence measured using a validated tool. This investigation also outlines whether students report observation of and participation in the process of EBM in clinical practice. METHODS: A cross-sectional survey was undertaken with a convenience sample of medical students in their fourth, fifth and sixth years of training at one campus site of Otago Medical School between February and April 2018. Self-perceived competence with EBM was measured using a 10-item questionnaire. True competence was measured using the Assessing Competency in Evidence-Based Medicine (ACE) tool. Students were asked to self-report their observation of and participation in the process of EBM in clinical settings. RESULTS: Out of 99 students invited to participate, we received a response rate of 97%. Participants included 37 fourth-year, 32 fifth-year and 27 sixth-year students. Mean self-perceived EBM competence was higher in sixth-year compared to fourth-year students. True competence was not significantly different between year groups. Medical students reported little observation of EBM in clinical settings, and few students reported to have participated in the process of EBM during clinical encounters. CONCLUSION: The lack of explicit role modelling of EBM in clinical environments may be a barrier to students improving EBM competence in the senior years of medical training.
Authors: Katherine G Akers; Ella Hu; Narmeen Rehman; Ho Jun Yun; Jacob Hoofman; Rachel Monconduit; Jennifer Mendez Journal: Med Sci Educ Date: 2022-04-05