BMC Medical Education | |
Adopting a blended learning approach to teaching evidence based medicine: a mixed methods study | |
Elmer Villanueva2  Marie Misso3  Patrick Fiddes4  William Hart5  Dragan Ilic1  | |
[1] Department of Epidemiology & Preventive Medicine, School of Public Health and Preventive Medicine, Monash University, Level 6, The Alfred Centre, 99 Commercial Rd, Melbourne 3004, VIC, Australia;Gippsland Medical School, Monash University, Churchill, Victoria, Australia;Monash Centre for Health Research and Implementation, School of Public Health & Preventive Medicine, Monash University, Melbourne, Victoria, Australia;Peninsula Health, Frankston, Victoria, Australia;Faculty of Health Sciences, Curtin University, Bentley, Australia | |
关键词: Pedagogy; Graduate medical education; Blended learning; Evidence based medicine; | |
Others : 1135751 DOI : 10.1186/1472-6920-13-169 |
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received in 2013-09-19, accepted in 2013-12-12, 发布年份 2013 | |
【 摘 要 】
Background
Evidence Based Medicine (EBM) is a core unit delivered across many medical schools. Few studies have investigated the most effective method of teaching a course in EBM to medical students. The objective of this study was to identify whether a blended-learning approach to teaching EBM is more effective a didactic-based approach at increasing medical student competency in EBM.
Methods
A mixed-methods study was conducted consisting of a controlled trial and focus groups with second year graduate medical students. Students received the EBM course delivered using either a didactic approach (DID) to learning EBM or a blended-learning approach (BL). Student competency in EBM was assessed using the Berlin tool and a criterion-based assessment task, with student perceptions on the interventions assessed qualitatively.
Results
A total of 61 students (85.9%) participated in the study. Competency in EBM did not differ between the groups when assessed using the Berlin tool (p = 0.29). Students using the BL approach performed significantly better in one of the criterion-based assessment tasks (p = 0.01) and reported significantly higher self-perceived competence in critical appraisal skills. Qualitative analysis identified that students had a preference for the EBM course to be delivered using the BL approach.
Conclusions
Implementing a blended-learning approach to EBM teaching promotes greater student appreciation of EBM principles within the clinical setting. Integrating a variety of teaching modalities and approaches can increase student self-confidence and assist in bridging the gap between the theory and practice of EBM.
【 授权许可】
2013 Ilic et al.; licensee BioMed Central Ltd.
【 预 览 】
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20150311061702359.pdf | 294KB | download | |
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Figure 1. | 39KB | Image | download |
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