Peer-Developed Modules on Basic Biostatistics and Evidence-Based Medicine Principles for Undergraduate Medical Education

Introduction Evidence-based medicine (EBM) is pivotal in shaping patient care, yet it is challenging to incorporate into undergraduate medical education (UME) due to a lack of dedicated resources within the preclinical curriculum. To address this challenge, we used a peer-led approach to explain dif...

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Autores principales:	Daniel H. Mai, Jonathan S. Taylor-Fishwick, William Sherred-Smith, Anthony Pang, Justin Yaworsky, Sean Whitty, Alex Lafever, Cody Mcilvain, Mark Schmitt, Michelle Rogers-Johnson, April Pace, Anca D. Dobrian
Formato:	article
Lenguaje:	EN
Publicado:	Association of American Medical Colleges 2020
Materias:	Evidence-Based Medicine Biostatistics Peer-Learning Self-Directed Learning Flipped Classroom Problem-Based Learning Medicine (General) R5-920 Education L
Acceso en línea:	https://doaj.org/article/68ab258abd6b47528f9b35378140626b
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spelling	oai:doaj.org-article:68ab258abd6b47528f9b35378140626b2021-11-19T15:13:36ZPeer-Developed Modules on Basic Biostatistics and Evidence-Based Medicine Principles for Undergraduate Medical Education10.15766/mep_2374-8265.110262374-8265https://doaj.org/article/68ab258abd6b47528f9b35378140626b2020-11-01T00:00:00Zhttp://www.mededportal.org/doi/10.15766/mep_2374-8265.11026https://doaj.org/toc/2374-8265Introduction Evidence-based medicine (EBM) is pivotal in shaping patient care, yet it is challenging to incorporate into undergraduate medical education (UME) due to a lack of dedicated resources within the preclinical curriculum. To address this challenge, we used a peer-led approach to explain difficult concepts through language that students can understand at their shared level of understanding. Methods Four second-year medical students trained in EBM over 18 months by facilitating monthly journal clubs, ultimately leading to their involvement as peer-instructors. With input from a faculty expert, peer-instructors designed integrative PowerPoint modules and interactive problem sets on basic biostatistics and EBM principles. Assessment included formative quizzes with multiple attempts to achieve at least 80% to demonstrate mastery of core learning objectives. Afterwards, students were invited to provide feedback using a 5-point Likert scale survey. Results Of second-year students who participated, all 151 demonstrated 80% competency on each quiz. Eighty-seven (58%) students completed the survey on which, 77% agreed/strongly agreed that their level of understanding of EBM improved after the peer-led sessions, 76% agreed/strongly agreed that the sessions were more conducive to learning compared to traditional lectures, and 94% agreed/strongly agreed that the material covered was relevant to the USMLE Step 1. Discussion This peer-led approach has been rated as effective by learners, improving their ability to critically appraise and apply clinical evidence. To promote integration of EBM into UME, we have prepared modules, problem sets, quizzes, and an outline of the problem-solving sessions for universal adoption.Daniel H. MaiJonathan S. Taylor-FishwickWilliam Sherred-SmithAnthony PangJustin YaworskySean WhittyAlex LafeverCody McilvainMark SchmittMichelle Rogers-JohnsonApril PaceAnca D. DobrianAssociation of American Medical CollegesarticleEvidence-Based MedicineBiostatisticsPeer-LearningSelf-Directed LearningFlipped ClassroomProblem-Based LearningMedicine (General)R5-920EducationLENMedEdPORTAL, Vol 16 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	Evidence-Based Medicine Biostatistics Peer-Learning Self-Directed Learning Flipped Classroom Problem-Based Learning Medicine (General) R5-920 Education L
spellingShingle	Evidence-Based Medicine Biostatistics Peer-Learning Self-Directed Learning Flipped Classroom Problem-Based Learning Medicine (General) R5-920 Education L Daniel H. Mai Jonathan S. Taylor-Fishwick William Sherred-Smith Anthony Pang Justin Yaworsky Sean Whitty Alex Lafever Cody Mcilvain Mark Schmitt Michelle Rogers-Johnson April Pace Anca D. Dobrian Peer-Developed Modules on Basic Biostatistics and Evidence-Based Medicine Principles for Undergraduate Medical Education
description	Introduction Evidence-based medicine (EBM) is pivotal in shaping patient care, yet it is challenging to incorporate into undergraduate medical education (UME) due to a lack of dedicated resources within the preclinical curriculum. To address this challenge, we used a peer-led approach to explain difficult concepts through language that students can understand at their shared level of understanding. Methods Four second-year medical students trained in EBM over 18 months by facilitating monthly journal clubs, ultimately leading to their involvement as peer-instructors. With input from a faculty expert, peer-instructors designed integrative PowerPoint modules and interactive problem sets on basic biostatistics and EBM principles. Assessment included formative quizzes with multiple attempts to achieve at least 80% to demonstrate mastery of core learning objectives. Afterwards, students were invited to provide feedback using a 5-point Likert scale survey. Results Of second-year students who participated, all 151 demonstrated 80% competency on each quiz. Eighty-seven (58%) students completed the survey on which, 77% agreed/strongly agreed that their level of understanding of EBM improved after the peer-led sessions, 76% agreed/strongly agreed that the sessions were more conducive to learning compared to traditional lectures, and 94% agreed/strongly agreed that the material covered was relevant to the USMLE Step 1. Discussion This peer-led approach has been rated as effective by learners, improving their ability to critically appraise and apply clinical evidence. To promote integration of EBM into UME, we have prepared modules, problem sets, quizzes, and an outline of the problem-solving sessions for universal adoption.
format	article
author	Daniel H. Mai Jonathan S. Taylor-Fishwick William Sherred-Smith Anthony Pang Justin Yaworsky Sean Whitty Alex Lafever Cody Mcilvain Mark Schmitt Michelle Rogers-Johnson April Pace Anca D. Dobrian
author_facet	Daniel H. Mai Jonathan S. Taylor-Fishwick William Sherred-Smith Anthony Pang Justin Yaworsky Sean Whitty Alex Lafever Cody Mcilvain Mark Schmitt Michelle Rogers-Johnson April Pace Anca D. Dobrian
author_sort	Daniel H. Mai
title	Peer-Developed Modules on Basic Biostatistics and Evidence-Based Medicine Principles for Undergraduate Medical Education
title_short	Peer-Developed Modules on Basic Biostatistics and Evidence-Based Medicine Principles for Undergraduate Medical Education
title_full	Peer-Developed Modules on Basic Biostatistics and Evidence-Based Medicine Principles for Undergraduate Medical Education
title_fullStr	Peer-Developed Modules on Basic Biostatistics and Evidence-Based Medicine Principles for Undergraduate Medical Education
title_full_unstemmed	Peer-Developed Modules on Basic Biostatistics and Evidence-Based Medicine Principles for Undergraduate Medical Education
title_sort	peer-developed modules on basic biostatistics and evidence-based medicine principles for undergraduate medical education
publisher	Association of American Medical Colleges
publishDate	2020
url	https://doaj.org/article/68ab258abd6b47528f9b35378140626b
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Peer-Developed Modules on Basic Biostatistics and Evidence-Based Medicine Principles for Undergraduate Medical Education

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