TY - JOUR
T1 - Introducing an evidence-based medicine curriculum into a family practice residency - Is it effective?
AU - Ross, Robert
AU - Verdieck, Alex
N1 - Copyright:
Copyright 2018 Elsevier B.V., All rights reserved.
PY - 2003/4/1
Y1 - 2003/4/1
N2 - Purpose. To investigate whether teaching an evidence-based medicine (EBM) curriculum increased the knowledge and use of EBM principles in residents' continuity clinics. Method. In 1999, the authors performed a needs assessment with residents and faculty of Cascades East Family Practice Residency in Oregon and constructed a ten-session EBM workshop series that was introduced into the curriculum in 2000. Resident-preceptor interactions during outpatient continuity clinic were tape-recorded prior to and six months following introduction of the curriculum. A 50-item, multiple-choice examination was administered before and after the workshop series. Residents at another FP residency at the same university served as a control group. The same assessments were applied to the experimental and control groups. The tape recordings were analyzed for interactions that contained key EBM phrases or words. Results. Pre-intervention multiple-choice test results were similar (control mean 56%, experimental 53%, p > .22 NS). Post-intervention test scores for the experimental group were significantly improved (mean 72%, p < .001). There was no significant improvement in test results among members of the control group (p > .05 NS). In the recorded resident-preceptor interactions, a marked increase in the use of EBM terms indicated awareness and/or use of EBM in the experimental group. In 1,165 minutes recorded prior to the workshops, EBM terms were used in a total of ten events. In 735 minutes recorded after the workshops, EBM terms were recorded in 67 events. A reduced number of EBM terms were recorded in the control group. Conclusion. Administering a structured EBM curriculum increased residents' knowledge and use of EBM constructs during patient care.
AB - Purpose. To investigate whether teaching an evidence-based medicine (EBM) curriculum increased the knowledge and use of EBM principles in residents' continuity clinics. Method. In 1999, the authors performed a needs assessment with residents and faculty of Cascades East Family Practice Residency in Oregon and constructed a ten-session EBM workshop series that was introduced into the curriculum in 2000. Resident-preceptor interactions during outpatient continuity clinic were tape-recorded prior to and six months following introduction of the curriculum. A 50-item, multiple-choice examination was administered before and after the workshop series. Residents at another FP residency at the same university served as a control group. The same assessments were applied to the experimental and control groups. The tape recordings were analyzed for interactions that contained key EBM phrases or words. Results. Pre-intervention multiple-choice test results were similar (control mean 56%, experimental 53%, p > .22 NS). Post-intervention test scores for the experimental group were significantly improved (mean 72%, p < .001). There was no significant improvement in test results among members of the control group (p > .05 NS). In the recorded resident-preceptor interactions, a marked increase in the use of EBM terms indicated awareness and/or use of EBM in the experimental group. In 1,165 minutes recorded prior to the workshops, EBM terms were used in a total of ten events. In 735 minutes recorded after the workshops, EBM terms were recorded in 67 events. A reduced number of EBM terms were recorded in the control group. Conclusion. Administering a structured EBM curriculum increased residents' knowledge and use of EBM constructs during patient care.
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U2 - 10.1097/00001888-200304000-00019
DO - 10.1097/00001888-200304000-00019
M3 - Article
C2 - 12691976
AN - SCOPUS:0037392903
SN - 1040-2446
VL - 78
SP - 412
EP - 417
JO - Academic Medicine
JF - Academic Medicine
IS - 4
ER -