Teaching Evidence-Based Medicine with an Asynchronous Web Module: Measuring Student Preferences and Outcomes

Abstract

Background: Evidence-based medicine (EBM) is considered an integral element of health care today, and an essential component of a physician assistant (PA) educational curriculum. Using a Web-based tutorial may be an effective and efficient way to introduce EBM to students. The purposes of this study were to demonstrate that EBM principles could be effectively taught to PA students via a Web-based tutorial and to identify student preference for delivery format. Methods: A first-year cohort (N = 42) of PA students was enrolled in a self-paced, Web-based EBM tutorial consisting of five modules. Each module was presented in both an enhanced interactive format and a text-based format, and students could choose either or both formats. EBM knowledge acquisition was measured by content completion, final exam scores, and self-report; student preference was measured by student choice of module type and pre/post survey results. Results: All students completed the course and passed the final exam questions with a score of more than 80%, indicating mastery of foundational knowledge. Self-reported confidence in EBM principles showed a significant improvement. Most students preferred having both enhanced interactive and text formats available rather than just one type. A post hoc question revealed that 78% would have preferred having live lectures in addition to or instead of online instruction. Conclusion: Introductory EBM principles can be taught to PA students effectively via a Webbased tutorial. Students preferred having a variety of instructional formats, including lecture, instead of just one online format.