Abstract
BackgroundEvidence Based Medicine (EBM) is a core unit delivered across many medical schools. Few studies have investigated the most effective method of teaching a course in EBM to medical students. The objective of this study was to identify whether a blended-learning approach to teaching EBM is more effective a didactic-based approach at increasing medical student competency in EBM.MethodsA mixed-methods study was conducted consisting of a controlled trial and focus groups with second year graduate medical students. Students received the EBM course delivered using either a didactic approach (DID) to learning EBM or a blended-learning approach (BL). Student competency in EBM was assessed using the Berlin tool and a criterion-based assessment task, with student perceptions on the interventions assessed qualitatively.ResultsA total of 61 students (85.9%) participated in the study. Competency in EBM did not differ between the groups when assessed using the Berlin tool (p = 0.29). Students using the BL approach performed significantly better in one of the criterion-based assessment tasks (p = 0.01) and reported significantly higher self-perceived competence in critical appraisal skills. Qualitative analysis identified that students had a preference for the EBM course to be delivered using the BL approach.ConclusionsImplementing a blended-learning approach to EBM teaching promotes greater student appreciation of EBM principles within the clinical setting. Integrating a variety of teaching modalities and approaches can increase student self-confidence and assist in bridging the gap between the theory and practice of EBM.
Highlights
Evidence Based Medicine (EBM) is a core unit delivered across many medical schools
No statistical difference in EBM competency was identified between students allocated to the didactic approach (DID) group versus the blended-learning approach (BL) group when using the Berlin tool (p = 0.29) (Table 2)
Our findings demonstrated no difference in EBM competency between students who received a traditional didactic, tutorial-based implementation of an EBM course compared to a blended-learning approach
Summary
Evidence Based Medicine (EBM) is a core unit delivered across many medical schools. The objective of this study was to identify whether a blended-learning approach to teaching EBM is more effective a didactic-based approach at increasing medical student competency in EBM. Evidence Based Medicine (EBM) has been adopted as a core unit across many medical schools [1]. Adopting an evidence based approach to medicine requires that users are competent in understanding and applying the following steps in clinical practice:. Each step within the EBM process requires a different level of knowledge and skill (i.e. competence) from the user [3]. Achieving a high level of competency in EBM can only be achieved when the user is able to effectively undertake all five steps, which incorporate adequate levels of knowledge, skills and behavioural elements [4]. Achieving competency in the principles of EBM can provide the user with the ability to achieve lifelong learning within the clinical setting
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