“ACEing” the Evidence Within Physical Medicine and Rehabilitation (PM&R)
Introduction While evidence-based medicine (EBM) is important in all fields of medicine, it can be specifically challenging for the field of physical medicine and rehabilitation (PM&R), a rapidly developing field where the standard hierarchy of evidence does not always apply and randomized contr...
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Association of American Medical Colleges
2020
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oai:doaj.org-article:85c357287338472280a0dc937c10c4222021-11-19T15:21:27Z“ACEing” the Evidence Within Physical Medicine and Rehabilitation (PM&R)10.15766/mep_2374-8265.110512374-8265https://doaj.org/article/85c357287338472280a0dc937c10c4222020-12-01T00:00:00Zhttp://www.mededportal.org/doi/10.15766/mep_2374-8265.11051https://doaj.org/toc/2374-8265Introduction While evidence-based medicine (EBM) is important in all fields of medicine, it can be specifically challenging for the field of physical medicine and rehabilitation (PM&R), a rapidly developing field where the standard hierarchy of evidence does not always apply and randomized controlled trials can be difficult to design. We developed an EBM curriculum for residents that improved EBM competency and was specific to the field of PM&R. Methods We developed a blended learning longitudinal approach to EBM designed specifically for PM&R residents, with a pre- and postcourse assessment by the Evidence-Based Practice Questionnaire (EBPQ) and Assessing Competency in EBM (ACE) tool. Interactive presentations paired with structured presession assignments were held for five introductory sessions, followed by monthly EBM and journal club sessions over 1 academic year. Results Fourteen residents of varying postgraduate years of training participated in the EBM curriculum from 2018 to 2019. EBPQ scores after completion of 1 academic year of this EBM curriculum were significantly improved compared to precurriculum EBPQ scores. Comparison of pre- and post-EBPQ and ACE tool scores stratified by postgraduate year did not show a significant correlation between resident levels and self-reported prior EBM education. Discussion This longitudinal blended learning EBM curriculum resulted in an increase in residents' self-reported behaviors and knowledge/skills regarding EBM. The curriculum was also effective in advancing competency of the residents to an EBM Advanced level using the ACE tool. The curriculum can be easily replicated in other PM&R residency programs.Sarah H. YoonMary KimChristopher TarverLawrence K. LooAssociation of American Medical CollegesarticleEvidence-Based MedicinePhysical Medicine and RehabilitationResident EducationCurriculumActive LearningProblem-Based LearningMedicine (General)R5-920EducationLENMedEdPORTAL, Vol 16 (2020) |
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DOAJ |
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DOAJ |
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EN |
| topic |
Evidence-Based Medicine Physical Medicine and Rehabilitation Resident Education Curriculum Active Learning Problem-Based Learning Medicine (General) R5-920 Education L |
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Evidence-Based Medicine Physical Medicine and Rehabilitation Resident Education Curriculum Active Learning Problem-Based Learning Medicine (General) R5-920 Education L Sarah H. Yoon Mary Kim Christopher Tarver Lawrence K. Loo “ACEing” the Evidence Within Physical Medicine and Rehabilitation (PM&R) |
| description |
Introduction While evidence-based medicine (EBM) is important in all fields of medicine, it can be specifically challenging for the field of physical medicine and rehabilitation (PM&R), a rapidly developing field where the standard hierarchy of evidence does not always apply and randomized controlled trials can be difficult to design. We developed an EBM curriculum for residents that improved EBM competency and was specific to the field of PM&R. Methods We developed a blended learning longitudinal approach to EBM designed specifically for PM&R residents, with a pre- and postcourse assessment by the Evidence-Based Practice Questionnaire (EBPQ) and Assessing Competency in EBM (ACE) tool. Interactive presentations paired with structured presession assignments were held for five introductory sessions, followed by monthly EBM and journal club sessions over 1 academic year. Results Fourteen residents of varying postgraduate years of training participated in the EBM curriculum from 2018 to 2019. EBPQ scores after completion of 1 academic year of this EBM curriculum were significantly improved compared to precurriculum EBPQ scores. Comparison of pre- and post-EBPQ and ACE tool scores stratified by postgraduate year did not show a significant correlation between resident levels and self-reported prior EBM education. Discussion This longitudinal blended learning EBM curriculum resulted in an increase in residents' self-reported behaviors and knowledge/skills regarding EBM. The curriculum was also effective in advancing competency of the residents to an EBM Advanced level using the ACE tool. The curriculum can be easily replicated in other PM&R residency programs. |
| format |
article |
| author |
Sarah H. Yoon Mary Kim Christopher Tarver Lawrence K. Loo |
| author_facet |
Sarah H. Yoon Mary Kim Christopher Tarver Lawrence K. Loo |
| author_sort |
Sarah H. Yoon |
| title |
“ACEing” the Evidence Within Physical Medicine and Rehabilitation (PM&R) |
| title_short |
“ACEing” the Evidence Within Physical Medicine and Rehabilitation (PM&R) |
| title_full |
“ACEing” the Evidence Within Physical Medicine and Rehabilitation (PM&R) |
| title_fullStr |
“ACEing” the Evidence Within Physical Medicine and Rehabilitation (PM&R) |
| title_full_unstemmed |
“ACEing” the Evidence Within Physical Medicine and Rehabilitation (PM&R) |
| title_sort |
“aceing” the evidence within physical medicine and rehabilitation (pm&r) |
| publisher |
Association of American Medical Colleges |
| publishDate |
2020 |
| url |
https://doaj.org/article/85c357287338472280a0dc937c10c422 |
| work_keys_str_mv |
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