Introduction of a Novel Evidence-Based Medicine Curriculum in Emergency Medicine

Introduction of a Novel Evidence-Based Medicine Curriculum in Emergency Medicine Introduction Evidence-based medicine (EBM) has become the quintessential goal of clinical decision-making. The study ob- jective is to determine if a novel interactive EBM curriculum will improve resident physician EBM comprehension, assessed via a common EBM evaluation instrument, the Berlin Questionnaire (BQ). Methods The BQ was administered to all residents at the start of the academic year and again following completion of the 12- month study period and EBM curriculum. The curriculum was designed based on readings from the JAMA Users’ Guides to the Medical Literature coupled with real-world, specialty-specific articles that reflect the major topic of each chapter of the text and was utilized to supplement the Emergency Medicine (EM) residency’s monthly Bjournal club.^ Descriptive statistics, examina- tion of self-evaluation, and analysis of test results were evaluated. Results Fifty-four EM residents completed the course. Wilcoxon signed-rank testing revealed a significant difference between pre- and post-intervention scores: [Z = − 3.114, p = 0.002], [Z = −3.327, p = 0.001] for post-graduate year (PGY)1 and PGY2, respectively. PGY3 had a borderline significant difference pre to post with [Z = − 1.693, p = 0.05], and PGY4 had a non- significant difference with [Z = − 1.769, 0.77]. Kruskal-Wallis H http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Medical Science Educator Springer Journals

Introduction of a Novel Evidence-Based Medicine Curriculum in Emergency Medicine

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Publisher
Springer US
Copyright
Copyright © 2018 by International Association of Medical Science Educators
Subject
Education; Medical Education
eISSN
2156-8650
D.O.I.
10.1007/s40670-018-0575-9
Publisher site
See Article on Publisher Site

Abstract

Introduction Evidence-based medicine (EBM) has become the quintessential goal of clinical decision-making. The study ob- jective is to determine if a novel interactive EBM curriculum will improve resident physician EBM comprehension, assessed via a common EBM evaluation instrument, the Berlin Questionnaire (BQ). Methods The BQ was administered to all residents at the start of the academic year and again following completion of the 12- month study period and EBM curriculum. The curriculum was designed based on readings from the JAMA Users’ Guides to the Medical Literature coupled with real-world, specialty-specific articles that reflect the major topic of each chapter of the text and was utilized to supplement the Emergency Medicine (EM) residency’s monthly Bjournal club.^ Descriptive statistics, examina- tion of self-evaluation, and analysis of test results were evaluated. Results Fifty-four EM residents completed the course. Wilcoxon signed-rank testing revealed a significant difference between pre- and post-intervention scores: [Z = − 3.114, p = 0.002], [Z = −3.327, p = 0.001] for post-graduate year (PGY)1 and PGY2, respectively. PGY3 had a borderline significant difference pre to post with [Z = − 1.693, p = 0.05], and PGY4 had a non- significant difference with [Z = − 1.769, 0.77]. Kruskal-Wallis H

Journal

Medical Science EducatorSpringer Journals

Published: Jun 4, 2018

References

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