In July 2005, the University of Colorado Department of Psychiatry Evidence-Based Medicine (EBM) Project began to investigate whether formal educational interventions could help residents develop a positive attitude toward EBM, acquire EBM knowledge and skills, and facilitate the daily use of EBM with patients in a psychiatric outpatient residency-training site. We developed our curriculum and teaching approach by reviewing the world literature, three published EBM curricula (1–3), and additional EBM curricula presented at American Association of Directors of Psychiatric Residency Training (AADPRT) meetings. In December 2006, we found no published comprehensive EBM curricula from any specialties reporting effectiveness data. Two common approaches to EBM education found in the literature include the use of problem/case-based learning methods (4–9) and adult learning theory (10). These approaches emphasize active learning to link knowledge and skill with clinical practice. In 1995, a systematic review of 102 trials (8) revealed that didactic approaches had little effect on physicians clinical practice. A recent 2004 meta-analysis (9) reviewing 18 studies using standalone EBM teaching methods demonstrated that these methods improved EBM knowledge, but failed to change attitudes toward EBM or foster clinical use of EBM with patients. Table 1 reviews empirically validated, clinically integrated teaching
University of Colorado Department of Psychiatry Evidence-Based Medicine Educational Project
Abstract
In July 2005, the University of Colorado Department of Psychiatry Evidence-Based Medicine (EBM) Project began to investigate whether formal educational interventions could help residents develop a positive attitude toward EBM, acquire EBM knowledge and skills, and facilitate the daily use of EBM with patients in a psychiatric outpatient residency-training site. We developed our curriculum and teaching approach by reviewing the world literature, three published EBM curricula (1–3), and additional EBM curricula presented at American Association of Directors of Psychiatric Residency Training (AADPRT) meetings. In December 2006, we found no published comprehensive EBM curricula from any specialties reporting effectiveness data. Two common approaches to EBM education found in the literature include the use of problem/case-based learning methods (4–9) and adult learning theory (10). These approaches emphasize active learning to link knowledge and skill with clinical practice. In 1995, a systematic review of 102 trials (8) revealed that didactic approaches had little effect on physicians clinical practice. A recent 2004 meta-analysis (9) reviewing 18 studies using standalone EBM teaching methods demonstrated that these methods improved EBM knowledge, but failed to change attitudes toward EBM or foster clinical use of EBM with patients. Table 1 reviews empirically validated, clinically integrated teachingPreview Only. This article cannot be rented because we do not currently have permission from the publisher.
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University of Colorado Department of Psychiatry Evidence-Based Medicine Educational Project
Feinstein, Robert E.; Rothberg, Brian; Weiner, Neil; Savin, Daniel M.
Follow Academic Psychiatry
, Volume 32 (6): 525
American Psychiatric Publishing, Inc (Journal) – Nov 1, 2008
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