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Titolo:
IMPACT OF AN EVIDENCE-BASED MEDICINE CURRICULUM-BASED ON ADULT LEARNING-THEORY
Autore:
GREEN ML; ELLIS PJ;
Indirizzi:
YALE UNIV,SCH MED,YALE PRIMARY CARE RESIDENCY PROGRAM,DEPT INTERNAL MED WATERBURY CT 06721
Titolo Testata:
Journal of general internal medicine
fascicolo: 12, volume: 12, anno: 1997,
pagine: 742 - 750
SICI:
0884-8734(1997)12:12<742:IOAEMC>2.0.ZU;2-2
Fonte:
ISI
Lingua:
ENG
Soggetto:
ACUTE MYOCARDIAL-INFARCTION; TEACHING CRITICAL-APPRAISAL; CLINICAL DECISION-ANALYSIS; USERS GUIDES; JOURNAL CLUB; CONTROLLED TRIAL; HELP ME; DIAGNOSTIC-TEST; ARTICLE; KNOWLEDGE;
Keywords:
EVIDENCE-BASED MEDICINE (EBM); CURRICULUM; RESIDENTS; MEDICAL EDUCATION; ADULT LEARNING THEORY;
Tipo documento:
Article
Natura:
Periodico
Citazioni:
50
Recensione:
Indirizzi per estratti:
Citazione:
M.L. Green e P.J. Ellis, "IMPACT OF AN EVIDENCE-BASED MEDICINE CURRICULUM-BASED ON ADULT LEARNING-THEORY", Journal of general internal medicine, 12(12), 1997, pp. 742-750

Abstract

OBJECTIVE:To develop and implement. an evidence-based medicine (EBM) curriculum and determine its effectiveness in improving residents' EBMbehaviors and skills. DESIGN:Description of the curriculum and a multifaceted evaluation, including a pretest-posttest controlled trial. SETTING: University-based primary care internal medicine residency program. PARTICIPANTS: Second-and third-gear internal medicine residents (N= 34). INTERSVENTIONS: A 7-week EBM curriculum in which residents work through the steps of evidence-based decisions for their own patients. Based on adult learning theory, the educational strategy included a resident-directed tutorial format, use of real clinical encounters, and specific EBM facilitating techniques for faculty. MEASUREMENTS AND MAIN RESULTS: Behaviors and self-assessed competencies in EBM were measured with questionnaires. Evidence-based medicine skills were assessedwith a 17-point test, which required free text responses to questionsbased on a clinical vignette and a test article. After the intervention, residents participating in the curriculum (case subjects) increased their use of original studies to answer clinical questions, their examination of methods and results sections of articles, and their self-assessed EBM competence in three of five domains of EBM, while the control subjects did not. The case subjects significantly improved their scores on the EBM skills test (8.5 to 11.0, p = .001), while the control subjects did not (8.5 to 7.1, p = .09). The difference in the posttest scores of the two groups was 3.9 points (p = .001. 95% confidence interval 1.9, 5.9). CONCLUSIONS:An EBM curriculum based on adult learning theory improves residents' EBM skills and certain EBM behaviors. The description and multifaceted evaluation can guide medical educatorsinvolved in EBM training.

ASDD Area Sistemi Dipartimentali e Documentali, Università di Bologna, Catalogo delle riviste ed altri periodici
Documento generato il 26/11/20 alle ore 14:10:58