Adopting a blended learning approach to teaching evidence based medicine: a mixed methods study

BMC Medical Education

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

 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.

【 图 表 】

Figure 1.

Figure 2.

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