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Change in knowledge and skills of Year 3 undergraduates in evidence-based medicine seminars.
Med Educ. 2005 Jul; 39(7):665-71.ME

Abstract

PURPOSE

To evaluate the effect of a compulsory evidence-based medicine (EBM) seminar in critical appraisal skills and the overall acceptance of compulsory EBM seminars for Year 3 medical undergraduate students.

METHODS

Small group seminars by peer teaching were conducted for up to 23 undergraduates. Knowledge and skills in EBM before and after the compulsory seminars were evaluated by 2 different sets of 20 questions. To apply knowledge, each undergraduate had to analyse an individual paper case using the principles of EBM. Undergraduates gave anonymous feedback using separate evaluation sheets at the end of the seminar. Main outcome variables were changes in knowledge and skills.

RESULTS

A total of 132 Year 3 undergraduates at the University of Frankfurt participated in a compulsory EBM seminar during the academic half-year 2003/04 as part of their regular curriculum. Complete datasets were available for evaluation from 124 undergraduates (94%). The seminars led to an overall increase in knowledge (question paper score increase from 2.37 to 7.48, 99% CI 6.61-8.36, or 216%). Transfer of knowledge into a paper case scenario was generally good, with a mean score of 49.5 (SD 5.24) out of 55 points. Feedback indicated good overall acceptance of the seminars, with a median of 2 (score range from 1 = excellent to 6 = failed).

CONCLUSION

Trained medical students are effective and well accepted EBM trainers in compulsory undergraduate seminars.

Authors+Show Affiliations

Weberschock TB
Institute for General Practice, University of Frankfurt, 60590 Frankfurt, Germany. Tobias@ebmfrankfurt.de
Ginn TC
No affiliation info available
Reinhold J
No affiliation info available
Strametz R
No affiliation info available
Krug D
No affiliation info available
Bergold M
No affiliation info available
Schulze J
No affiliation info available

MeSH

Clinical CompetenceEducation, Medical, UndergraduateEvidence-Based MedicineGermanyGroup ProcessesHumansProgram EvaluationTeaching

Pub Type(s)

Evaluation Study
Journal Article

Language

eng

PubMed ID

15960786

Citation

Weberschock, Tobias Bernd, et al. "Change in Knowledge and Skills of Year 3 Undergraduates in Evidence-based Medicine Seminars." Medical Education, vol. 39, no. 7, 2005, pp. 665-71.
Weberschock TB, Ginn TC, Reinhold J, et al. Change in knowledge and skills of Year 3 undergraduates in evidence-based medicine seminars. Med Educ. 2005;39(7):665-71.
Weberschock, T. B., Ginn, T. C., Reinhold, J., Strametz, R., Krug, D., Bergold, M., & Schulze, J. (2005). Change in knowledge and skills of Year 3 undergraduates in evidence-based medicine seminars. Medical Education, 39(7), 665-71.
Weberschock TB, et al. Change in Knowledge and Skills of Year 3 Undergraduates in Evidence-based Medicine Seminars. Med Educ. 2005;39(7):665-71. PubMed PMID: 15960786.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Change in knowledge and skills of Year 3 undergraduates in evidence-based medicine seminars. AU - Weberschock,Tobias Bernd, AU - Ginn,Timothy Charles, AU - Reinhold,Johannes, AU - Strametz,Reinhard, AU - Krug,Daniel, AU - Bergold,Martin, AU - Schulze,Johannes, PY - 2005/6/18/pubmed PY - 2005/7/22/medline PY - 2005/6/18/entrez SP - 665 EP - 71 JF - Medical education JO - Med Educ VL - 39 IS - 7 N2 - PURPOSE: To evaluate the effect of a compulsory evidence-based medicine (EBM) seminar in critical appraisal skills and the overall acceptance of compulsory EBM seminars for Year 3 medical undergraduate students. METHODS: Small group seminars by peer teaching were conducted for up to 23 undergraduates. Knowledge and skills in EBM before and after the compulsory seminars were evaluated by 2 different sets of 20 questions. To apply knowledge, each undergraduate had to analyse an individual paper case using the principles of EBM. Undergraduates gave anonymous feedback using separate evaluation sheets at the end of the seminar. Main outcome variables were changes in knowledge and skills. RESULTS: A total of 132 Year 3 undergraduates at the University of Frankfurt participated in a compulsory EBM seminar during the academic half-year 2003/04 as part of their regular curriculum. Complete datasets were available for evaluation from 124 undergraduates (94%). The seminars led to an overall increase in knowledge (question paper score increase from 2.37 to 7.48, 99% CI 6.61-8.36, or 216%). Transfer of knowledge into a paper case scenario was generally good, with a mean score of 49.5 (SD 5.24) out of 55 points. Feedback indicated good overall acceptance of the seminars, with a median of 2 (score range from 1 = excellent to 6 = failed). CONCLUSION: Trained medical students are effective and well accepted EBM trainers in compulsory undergraduate seminars. SN - 0308-0110 UR - https://www.unboundmedicine.com/medline/citation/15960786/Change_in_knowledge_and_skills_of_Year_3_undergraduates_in_evidence_based_medicine_seminars_ DB - PRIME DP - Unbound Medicine ER -