Evaluation of an evidence-based medicine educational intervention in a regional medical campus

Background: Enhanced educational activities were developed by a regional medical campus (RMC) in order to incorporate evidence-based medicine (EBM) practice in the learning process of medical students. This study aimed to measure the effectiveness of these activities. Methods: The experimental group...

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Autores principales:	Mylene Levesque, Janie Gauthier-Boudreau, Paul Gagnon, Bastian Bertulies-Esposito, Sharon Hatcher, Louis Gagnon
Formato:	article
Lenguaje:	EN
Publicado:	Canadian Medical Education Journal 2018
Materias:	evidence-based practice predoctoral innovation Education (General) L7-991 Medicine (General) R5-920
Acceso en línea:	https://doaj.org/article/ef3d76ddf56e4a3492f35c58c5b97959
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spelling	oai:doaj.org-article:ef3d76ddf56e4a3492f35c58c5b979592021-12-01T22:45:24ZEvaluation of an evidence-based medicine educational intervention in a regional medical campus10.36834/cmej.422251923-1202https://doaj.org/article/ef3d76ddf56e4a3492f35c58c5b979592018-03-01T00:00:00Zhttps://journalhosting.ucalgary.ca/index.php/cmej/article/view/42225https://doaj.org/toc/1923-1202Background: Enhanced educational activities were developed by a regional medical campus (RMC) in order to incorporate evidence-based medicine (EBM) practice in the learning process of medical students. This study aimed to measure the effectiveness of these activities. Methods: The experimental group was made up of third-year students from the RMC. The comparison group included students from the main campus of the medical school and another of its RMCs. The experimental group received additional training on EBM: one additional hour in class, plus skills development exercises throughout the semester. During the regular academic sessions, clinical questions requiring EBM literature searching skills were incorporated in the curriculum. Tests on knowledge and self-assessment of competencies were administered to all participants at the beginning and at the end of the semester. Data were analyzed using repeated measures analysis of variance and post hoc tests for within and between groups comparison. Results: The Friedman test demonstrated a statistically significant effect of the intervention on knowledge (p <0.0001). The score of the knowledge test was significantly higher for the experimental group, when compared with baseline testing and with the comparison group (p <0.0001). Repeated measures analysis of variance demonstrated a statistically significant effect of the intervention on the score of the self-assessment of competencies (p=0.032). The score for the self-assessment of competencies was significantly higher for the experimental group when compared to baseline score (p <0.0001), but not with respect to the comparison group. Conclusion: Our study demonstrated the effectiveness of additional training and longitudinal integrated skills development leading to an increase in medical student knowledge and self-perception of competencies in EBM practice. Mylene LevesqueJanie Gauthier-BoudreauPaul GagnonBastian Bertulies-EspositoSharon HatcherLouis GagnonCanadian Medical Education Journalarticleevidence-based practicepredoctoralinnovationEducation (General)L7-991Medicine (General)R5-920ENCanadian Medical Education Journal, Vol 9, Iss 1 (2018)
institution	DOAJ
collection	DOAJ
language	EN
topic	evidence-based practice predoctoral innovation Education (General) L7-991 Medicine (General) R5-920
spellingShingle	evidence-based practice predoctoral innovation Education (General) L7-991 Medicine (General) R5-920 Mylene Levesque Janie Gauthier-Boudreau Paul Gagnon Bastian Bertulies-Esposito Sharon Hatcher Louis Gagnon Evaluation of an evidence-based medicine educational intervention in a regional medical campus
description	Background: Enhanced educational activities were developed by a regional medical campus (RMC) in order to incorporate evidence-based medicine (EBM) practice in the learning process of medical students. This study aimed to measure the effectiveness of these activities. Methods: The experimental group was made up of third-year students from the RMC. The comparison group included students from the main campus of the medical school and another of its RMCs. The experimental group received additional training on EBM: one additional hour in class, plus skills development exercises throughout the semester. During the regular academic sessions, clinical questions requiring EBM literature searching skills were incorporated in the curriculum. Tests on knowledge and self-assessment of competencies were administered to all participants at the beginning and at the end of the semester. Data were analyzed using repeated measures analysis of variance and post hoc tests for within and between groups comparison. Results: The Friedman test demonstrated a statistically significant effect of the intervention on knowledge (p <0.0001). The score of the knowledge test was significantly higher for the experimental group, when compared with baseline testing and with the comparison group (p <0.0001). Repeated measures analysis of variance demonstrated a statistically significant effect of the intervention on the score of the self-assessment of competencies (p=0.032). The score for the self-assessment of competencies was significantly higher for the experimental group when compared to baseline score (p <0.0001), but not with respect to the comparison group. Conclusion: Our study demonstrated the effectiveness of additional training and longitudinal integrated skills development leading to an increase in medical student knowledge and self-perception of competencies in EBM practice.
format	article
author	Mylene Levesque Janie Gauthier-Boudreau Paul Gagnon Bastian Bertulies-Esposito Sharon Hatcher Louis Gagnon
author_facet	Mylene Levesque Janie Gauthier-Boudreau Paul Gagnon Bastian Bertulies-Esposito Sharon Hatcher Louis Gagnon
author_sort	Mylene Levesque
title	Evaluation of an evidence-based medicine educational intervention in a regional medical campus
title_short	Evaluation of an evidence-based medicine educational intervention in a regional medical campus
title_full	Evaluation of an evidence-based medicine educational intervention in a regional medical campus
title_fullStr	Evaluation of an evidence-based medicine educational intervention in a regional medical campus
title_full_unstemmed	Evaluation of an evidence-based medicine educational intervention in a regional medical campus
title_sort	evaluation of an evidence-based medicine educational intervention in a regional medical campus
publisher	Canadian Medical Education Journal
publishDate	2018
url	https://doaj.org/article/ef3d76ddf56e4a3492f35c58c5b97959
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Evaluation of an evidence-based medicine educational intervention in a regional medical campus

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