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

Lévesque Mylène, Gauthier-Boudreau Janie, Gagnon Paul, Bertulies-Esposito Bastian, Hatcher Sharon et Gagnon Louis. (2018). Evaluation of an evidence-based medicine educational intervention in a regional medical campus. Canadian Medical Education Journal, 9, (1), e51-e58.

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Résumé

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.

Type de document:Article publié dans une revue avec comité d'évaluation
Volume:9
Numéro:1
Pages:e51-e58
Version évaluée par les pairs:Oui
Date:Mars 2018
Sujets:Sciences sociales et humaines > Sciences humaines > Archivistique et bibliothéconomie
Sciences de la santé
Département, module, service et unité de recherche:Départements et modules > Département des sciences de la santé
Direction et services > Bibliothèque Paul-Émile-Boulet
Mots-clés:evidence-based practice, predoctoral, innovation, information literacy, medical students, training, médecine fondée sur les données probantes, compétences informationnelles, étudiants de médecine, formations
Déposé le:04 oct. 2018 01:47
Dernière modification:04 oct. 2018 01:47
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Creative Commons LicenseSauf indication contraire, les documents archivés dans Constellation sont rendus disponibles selon les termes de la licence Creative Commons "Paternité, pas d'utilisation commerciale, pas de modification" 2.5 Canada.

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