Two strategies to intensify evidence-based medicine education of undergraduate students: A randomised controlled trial

Hao Min Cheng; Fei Ran Guo; Teh Fu Hsu; Shao Yuan Chuang; Tsang Yen Hung; Fa Yauh Lee; Ying Ying Yang; Te Li Chen; Wen Shin Lee; Chiao Lin Chuang; Chen Huan Chen; Low Tone Ho

doi:10.47102/annals-acadmedsg.v41n1p4

Two strategies to intensify evidence-based medicine education of undergraduate students: A randomised controlled trial

Hao Min Cheng, Fei Ran Guo, Teh Fu Hsu, Shao Yuan Chuang, Tsang Yen Hung, Fa Yauh Lee, Ying Ying Yang, Te Li Chen, Wen Shin Lee, Chiao Lin Chuang, Chen Huan Chen, Low Tone Ho

Department of Internal Medicine

Research output: Contribution to journal › Article › peer-review

17 Scopus citations

Abstract

Introduction: Undergraduate evidence-based practice (EBP) is usually taught through standalone courses and workshops away from clinical practice. This study compared the effects of 2 clinically integrated educational strategies on fnal year medical students. Materials and Methods: Final year medical students rotating to the general medicine service for a 2-week internship were randomly assigned to participate in a weekly EBP-structured case conference focusing on students' primary care patients (Group A, n = 47), or to receive a weekly didactic lecture about EBP (Group B, n = 47). The teaching effects of these 2 interventions were evaluated by a validated instrument for assessment of EBP related knowledge (EBP-K), attitude (EBP-A), personal application (EBP-P), and anticipated future use (EBP-F) on the frst and last days of rotation. Results: All scores improved signifcantly after the 2-week EBM-teaching for both groups. When compared to Group B, students in Group A had signifcantly higher post-intervention scores of EBP-K (21.2 ± 3.5 vs 19.0 ± 4.6; ie. 57.8 ± 72.9% vs 29.1 ± 39.1%; P <0.01) and EBP-P (18.7 ± 4.3 vs 15.3 ± 3.9; ie. 28.5 ± 25.5% vs 14.1 ± 18.7%; P <0.001). In contrast, the scores of EBP-A and EBP-F were similar between the 2 groups. Conclusion: Structured case conference, when compared to the didactic lectures, signifcantly improved EBP-K and EBP-P for fnal year medical students.

Original language	English
Pages (from-to)	4-11
Number of pages	8
Journal	Annals of the Academy of Medicine, Singapore
Volume	41
Issue number	1
DOIs	https://doi.org/10.47102/annals-acadmedsg.v41n1p4
State	Published - Jan 2012

Keywords

Evidence-based medicine
Medical education
Preclinical medical student

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Cheng, H. M., Guo, F. R., Hsu, T. F., Chuang, S. Y., Yen Hung, T., Lee, F. Y., Yang, Y. Y., Chen, T. L., Lee, W. S., Chuang, C. L., Chen, C. H., & Ho, L. T. (2012). Two strategies to intensify evidence-based medicine education of undergraduate students: A randomised controlled trial. Annals of the Academy of Medicine, Singapore, 41(1), 4-11. https://doi.org/10.47102/annals-acadmedsg.v41n1p4

@article{bceec0d019554ec697702e05990ac182,

title = "Two strategies to intensify evidence-based medicine education of undergraduate students: A randomised controlled trial",

abstract = "Introduction: Undergraduate evidence-based practice (EBP) is usually taught through standalone courses and workshops away from clinical practice. This study compared the effects of 2 clinically integrated educational strategies on fnal year medical students. Materials and Methods: Final year medical students rotating to the general medicine service for a 2-week internship were randomly assigned to participate in a weekly EBP-structured case conference focusing on students' primary care patients (Group A, n = 47), or to receive a weekly didactic lecture about EBP (Group B, n = 47). The teaching effects of these 2 interventions were evaluated by a validated instrument for assessment of EBP related knowledge (EBP-K), attitude (EBP-A), personal application (EBP-P), and anticipated future use (EBP-F) on the frst and last days of rotation. Results: All scores improved signifcantly after the 2-week EBM-teaching for both groups. When compared to Group B, students in Group A had signifcantly higher post-intervention scores of EBP-K (21.2 ± 3.5 vs 19.0 ± 4.6; ie. 57.8 ± 72.9% vs 29.1 ± 39.1%; P <0.01) and EBP-P (18.7 ± 4.3 vs 15.3 ± 3.9; ie. 28.5 ± 25.5% vs 14.1 ± 18.7%; P <0.001). In contrast, the scores of EBP-A and EBP-F were similar between the 2 groups. Conclusion: Structured case conference, when compared to the didactic lectures, signifcantly improved EBP-K and EBP-P for fnal year medical students.",

keywords = "Evidence-based medicine, Medical education, Preclinical medical student",

author = "Cheng, {Hao Min} and Guo, {Fei Ran} and Hsu, {Teh Fu} and Chuang, {Shao Yuan} and {Yen Hung}, Tsang and Lee, {Fa Yauh} and Yang, {Ying Ying} and Chen, {Te Li} and Lee, {Wen Shin} and Chuang, {Chiao Lin} and Chen, {Chen Huan} and Ho, {Low Tone}",

year = "2012",

month = jan,

doi = "10.47102/annals-acadmedsg.v41n1p4",

language = "English",

volume = "41",

pages = "4--11",

journal = "Annals of the Academy of Medicine, Singapore",

issn = "0304-4602",

publisher = "Academy of Medicine Singapore",

number = "1",

}

Cheng, HM, Guo, FR, Hsu, TF, Chuang, SY, Yen Hung, T, Lee, FY, Yang, YY, Chen, TL, Lee, WS, Chuang, CL, Chen, CH & Ho, LT 2012, 'Two strategies to intensify evidence-based medicine education of undergraduate students: A randomised controlled trial', Annals of the Academy of Medicine, Singapore, vol. 41, no. 1, pp. 4-11. https://doi.org/10.47102/annals-acadmedsg.v41n1p4

TY - JOUR

T1 - Two strategies to intensify evidence-based medicine education of undergraduate students

T2 - A randomised controlled trial

AU - Cheng, Hao Min

AU - Guo, Fei Ran

AU - Hsu, Teh Fu

AU - Chuang, Shao Yuan

AU - Yen Hung, Tsang

AU - Lee, Fa Yauh

AU - Yang, Ying Ying

AU - Chen, Te Li

AU - Lee, Wen Shin

AU - Chuang, Chiao Lin

AU - Chen, Chen Huan

AU - Ho, Low Tone

PY - 2012/1

Y1 - 2012/1

N2 - Introduction: Undergraduate evidence-based practice (EBP) is usually taught through standalone courses and workshops away from clinical practice. This study compared the effects of 2 clinically integrated educational strategies on fnal year medical students. Materials and Methods: Final year medical students rotating to the general medicine service for a 2-week internship were randomly assigned to participate in a weekly EBP-structured case conference focusing on students' primary care patients (Group A, n = 47), or to receive a weekly didactic lecture about EBP (Group B, n = 47). The teaching effects of these 2 interventions were evaluated by a validated instrument for assessment of EBP related knowledge (EBP-K), attitude (EBP-A), personal application (EBP-P), and anticipated future use (EBP-F) on the frst and last days of rotation. Results: All scores improved signifcantly after the 2-week EBM-teaching for both groups. When compared to Group B, students in Group A had signifcantly higher post-intervention scores of EBP-K (21.2 ± 3.5 vs 19.0 ± 4.6; ie. 57.8 ± 72.9% vs 29.1 ± 39.1%; P <0.01) and EBP-P (18.7 ± 4.3 vs 15.3 ± 3.9; ie. 28.5 ± 25.5% vs 14.1 ± 18.7%; P <0.001). In contrast, the scores of EBP-A and EBP-F were similar between the 2 groups. Conclusion: Structured case conference, when compared to the didactic lectures, signifcantly improved EBP-K and EBP-P for fnal year medical students.

AB - Introduction: Undergraduate evidence-based practice (EBP) is usually taught through standalone courses and workshops away from clinical practice. This study compared the effects of 2 clinically integrated educational strategies on fnal year medical students. Materials and Methods: Final year medical students rotating to the general medicine service for a 2-week internship were randomly assigned to participate in a weekly EBP-structured case conference focusing on students' primary care patients (Group A, n = 47), or to receive a weekly didactic lecture about EBP (Group B, n = 47). The teaching effects of these 2 interventions were evaluated by a validated instrument for assessment of EBP related knowledge (EBP-K), attitude (EBP-A), personal application (EBP-P), and anticipated future use (EBP-F) on the frst and last days of rotation. Results: All scores improved signifcantly after the 2-week EBM-teaching for both groups. When compared to Group B, students in Group A had signifcantly higher post-intervention scores of EBP-K (21.2 ± 3.5 vs 19.0 ± 4.6; ie. 57.8 ± 72.9% vs 29.1 ± 39.1%; P <0.01) and EBP-P (18.7 ± 4.3 vs 15.3 ± 3.9; ie. 28.5 ± 25.5% vs 14.1 ± 18.7%; P <0.001). In contrast, the scores of EBP-A and EBP-F were similar between the 2 groups. Conclusion: Structured case conference, when compared to the didactic lectures, signifcantly improved EBP-K and EBP-P for fnal year medical students.

KW - Evidence-based medicine

KW - Medical education

KW - Preclinical medical student

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U2 - 10.47102/annals-acadmedsg.v41n1p4

DO - 10.47102/annals-acadmedsg.v41n1p4

M3 - Article

C2 - 22499474

AN - SCOPUS:84863056816

SN - 0304-4602

VL - 41

SP - 4

EP - 11

JO - Annals of the Academy of Medicine, Singapore

JF - Annals of the Academy of Medicine, Singapore

IS - 1

ER -

Two strategies to intensify evidence-based medicine education of undergraduate students: A randomised controlled trial

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