Teaching trainees how to critically evaluate the literature - a crossover study at two pediatric residency programs.

MedStar author(s):
Citation: International Journal of Medical Education. 8:137-141, 2017 Apr 24PMID: 28441140Institution: MedStar Washington Hospital CenterDepartment: PediatricsForm of publication: Journal ArticleMedline article type(s): Journal ArticleSubject headings: *Curriculum | *Evidence-Based Medicine/ed [Education] | *Internship and Residency | *Pediatrics/ed [Education] | Cross-Over Studies | Educational Measurement | Humans | Learning | TeachingYear: 2017ISSN:
  • 2042-6372
Name of journal: International journal of medical educationAbstract: Conclusions: Findings demonstrate our curriculum was effective in teaching evidence based medicine to pediatric residents, and fostered long term retention of knowledge. Based on these results, we believe this curriculum could be implemented at any institution.Methods: Sixty first and second year pediatric residents at MassGeneral Hospital for Children and MedStar Georgetown University Hospital participated in a crossover study. The evidence based medicine curriculum, consisting of 4 ninety minute sessions grounded in adult learning theory principles, was developed using the methodology described in the book 'Studying a Study'. A validated 20 question evidence based medicine multiple choice test was administered on three separate occasions to measure baseline knowledge, efficacy of the curriculum in improving knowledge, and long term retention of that knowledge.Objectives: The purpose of this study was to assess the efficacy of a concise, evidence based medicine curriculum in improving the knowledge of pediatric residents at two institutions.Results: Post curriculum, the fall group's scores improved 23% from baseline (M=10.3, SD=2.4) to (M=12.7, SD=3.0) students (t<sub>(26)</sub>=-3.29, p=0.0018) while the spring group improved by 41% (M=10.0, SD=2.8) to (M=14.1, SD=2.2) students (t<sub>(32)</sub>=-6.46, p<0.0001). When re-tested 4-6 months later, the fall group's scores did not significantly decline from their immediate post curriculum scores (M=12.7, SD=3.0) to (M=11.7, SD=3.0) students (t<sub>(32)</sub> =1.33, p=0.190). There was an association between number of sessions attended and increase in post curriculum score (chi<sup>2</sup>(3, N=60) =11.75, p=0.0083).All authors: Ingard C, Nelson B, Nelson DFiscal year: FY2017Digital Object Identifier: Date added to catalog: 2017-05-08
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Item type Current library Collection Call number Status Date due Barcode
Journal Article MedStar Authors Catalog Article 28441140 Available 28441140

Conclusions: Findings demonstrate our curriculum was effective in teaching evidence based medicine to pediatric residents, and fostered long term retention of knowledge. Based on these results, we believe this curriculum could be implemented at any institution.

Methods: Sixty first and second year pediatric residents at MassGeneral Hospital for Children and MedStar Georgetown University Hospital participated in a crossover study. The evidence based medicine curriculum, consisting of 4 ninety minute sessions grounded in adult learning theory principles, was developed using the methodology described in the book 'Studying a Study'. A validated 20 question evidence based medicine multiple choice test was administered on three separate occasions to measure baseline knowledge, efficacy of the curriculum in improving knowledge, and long term retention of that knowledge.

Objectives: The purpose of this study was to assess the efficacy of a concise, evidence based medicine curriculum in improving the knowledge of pediatric residents at two institutions.

Results: Post curriculum, the fall group's scores improved 23% from baseline (M=10.3, SD=2.4) to (M=12.7, SD=3.0) students (t<sub>(26)</sub>=-3.29, p=0.0018) while the spring group improved by 41% (M=10.0, SD=2.8) to (M=14.1, SD=2.2) students (t<sub>(32)</sub>=-6.46, p<0.0001). When re-tested 4-6 months later, the fall group's scores did not significantly decline from their immediate post curriculum scores (M=12.7, SD=3.0) to (M=11.7, SD=3.0) students (t<sub>(32)</sub> =1.33, p=0.190). There was an association between number of sessions attended and increase in post curriculum score (chi<sup>2</sup>(3, N=60) =11.75, p=0.0083).

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