Article type
Year
Abstract
Background: Translating research into practice remains a challenge (van Weel, 2003) Experts believe this is possible but it will require comprehensive approaches at different levels tailored to specific settings and target groups (Grol & Grimshaw, Grimshaw, 2003) Establishing communities of practice has been suggested as a way to address this gap. Communities of practice are groups of professionals, informally bound to one another through exposure to a common sense of purpose and common pursuit of solutions. Communities of practice are groups that learn and from which more creative practice evolves.
Objectives: The initial objective of this ongoing project was to train family physicians in critical appraisal of the scientific literature and to the use of the new technologies of information.
Methods: A critical mass of members from the Department of Family Medicine are involved in three different but related activities. First, they publish a weekly column of critically appraised research papers in one of the main journal targeting the medical community in the province of Québec. All articles are peer reviewed by one of seven EBM experts from the Department. Free access to this column is available on the Internet. Second, they maintain an online, bilingual directory of websites professing to offer EBM clinical information. All sites are selected and appraised according to a systematic review process. Last, they created six on-line,interactive self-learning tutorials addressing the following themes: 1) Searching and retrieving information from the web, 2) Critical appraisal of the information provided by the pharmaceutical industry, 3) Therapy, 4) Systematic review, 5) Clinical practice guidelines, and 6) Diagnosis. All three initiatives can be access through a common Internet portal (http://machaon.fmed.ulaval.ca/medecine/Portail_EBM.asp).
Results: First, between January 1997 and March 2004, 560 critical appraisals of the scientific literature were produced by 50 clinical teachers. The majority of the published articles concerned therapeutic or preventive interventions. Ten percent of the articles selected for appraisal were systematic reviews. Second, the directory displays the list and the quantitative and qualitative assessment of more than 120 websites professing to offer EBM clinical information. Assessment scores(0 to 100) ranges from 39 (minimum) to 96 (maximum). Most (55%) sites reviewed offer clinical practice guidelines. Thirty-four (30%)) offer systematic reviews. The College of Family Medicine Canadian and the WONCA officially recognized the value of this site and currently promote its content. Last, since July 2003, 75 residents in family medicine, 45 residents in internal medicine and more than 50 community- and university-based practising physicians have registered to the online EBM self-learning tutorials. Funding has been secured to adapt the modules for the following disciplines :reproductive health, surgery, paediatrics, nursing, physical therapy/rehabilitation, and complementary and alternative medicines.
Conclusion: After seven years of continuous involvement, the Department of Family Medicine at Laval University have laid the grounds for a community of EBM practice through a common internet portal. More research is needed to evaluate the impact of these activities on behavioural and clinical outcomes in the various practice environments.
Objectives: The initial objective of this ongoing project was to train family physicians in critical appraisal of the scientific literature and to the use of the new technologies of information.
Methods: A critical mass of members from the Department of Family Medicine are involved in three different but related activities. First, they publish a weekly column of critically appraised research papers in one of the main journal targeting the medical community in the province of Québec. All articles are peer reviewed by one of seven EBM experts from the Department. Free access to this column is available on the Internet. Second, they maintain an online, bilingual directory of websites professing to offer EBM clinical information. All sites are selected and appraised according to a systematic review process. Last, they created six on-line,interactive self-learning tutorials addressing the following themes: 1) Searching and retrieving information from the web, 2) Critical appraisal of the information provided by the pharmaceutical industry, 3) Therapy, 4) Systematic review, 5) Clinical practice guidelines, and 6) Diagnosis. All three initiatives can be access through a common Internet portal (http://machaon.fmed.ulaval.ca/medecine/Portail_EBM.asp).
Results: First, between January 1997 and March 2004, 560 critical appraisals of the scientific literature were produced by 50 clinical teachers. The majority of the published articles concerned therapeutic or preventive interventions. Ten percent of the articles selected for appraisal were systematic reviews. Second, the directory displays the list and the quantitative and qualitative assessment of more than 120 websites professing to offer EBM clinical information. Assessment scores(0 to 100) ranges from 39 (minimum) to 96 (maximum). Most (55%) sites reviewed offer clinical practice guidelines. Thirty-four (30%)) offer systematic reviews. The College of Family Medicine Canadian and the WONCA officially recognized the value of this site and currently promote its content. Last, since July 2003, 75 residents in family medicine, 45 residents in internal medicine and more than 50 community- and university-based practising physicians have registered to the online EBM self-learning tutorials. Funding has been secured to adapt the modules for the following disciplines :reproductive health, surgery, paediatrics, nursing, physical therapy/rehabilitation, and complementary and alternative medicines.
Conclusion: After seven years of continuous involvement, the Department of Family Medicine at Laval University have laid the grounds for a community of EBM practice through a common internet portal. More research is needed to evaluate the impact of these activities on behavioural and clinical outcomes in the various practice environments.