Faculty Training in Evidence-Based Medicine: Improving Evidence Acquisition and Critical Appraisal

Autor/inn/en	Nicholson, Laura J.; Warde, Carole M.; Boker, John R.
Titel	Faculty Training in Evidence-Based Medicine: Improving Evidence Acquisition and Critical Appraisal
Quelle	In: Journal of Continuing Education in the Health Professions, 27 (2007) 1, S.28-33 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0894-1912
DOI	10.1002/chp.90
Schlagwörter	Workshops; Needs Assessment; Medical Education; Faculty Development; Inferences; Data Interpretation; Meta Analysis; Interpretive Skills; Use Studies; Research Methodology; Theory Practice Relationship; Research and Development; Case Method (Teaching Technique); Self Evaluation (Individuals) + Suchen Sie Ihr Suchwort? Lernwerkstatt; Schulung; Bedarfsermittlung; Medizinische Ausbildung; Inference; Inferenz; Data evaluation; Datenauswertung; Meta-analysis; Metaanalyse; Interpretationsmethode; Benutzerschulung; Research method; Forschungsmethode; Theorie-Praxis-Beziehung; Forschung und Entwicklung; Case method; Fallmethode
Abstract	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 less than 0.001). Higher EBM skills scores correlated with time logged on the course's EBM Web sites (r = 0.56; p less than 0.05), workshop attendance rates (r = 0.55; p = 0.003), and fewer years since medical school graduation (r = -0.56; p less than 0.005). 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. (Author).
Anmerkungen	John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10