Article type
Year
Abstract
Background: Stellenbosch University (SU) has obtained funding for the Stellenbosch University Rural Medical Educational Partnership Initiative (SURMEPI), aiming to enhance the skills of doctors in HIV/AIDS and TB care, as well as increasing the research capacity in this field. Strengthening Evidence Based Health Care (EBHC) knowledge and skills at an undergraduate level is particularly important within this context.This survey is part of a situational analysis of undergraduate EBHC teaching at SU.
Objectives: To gather perspectives of recently qualified doctors regarding the appropriateness of undergraduate EBHC teaching.
Methods: We invited doctors to participate in an electronic survey by sending bi-weekly emails. We analysed quantitative data using SPSS statistical software. Qualitative data was managed and coded with the help of Atlas.ti software. We grouped codes into emerging themes for each question. Ethics approval was obtained.
Results: We obtained 375 (38%) responses. Most respondents agreed that it was important to learn EBHC at undergraduate level and that EBHC teaching at SU was adequate. However, in contrast to rating EBHC teaching as adequate in the quantitative part of the survey, qualitative responses showed that newly qualified doctors found that they lacked EBHC skills. They felt that EBHC teaching should be integrated into clinical rotations by making use of relevant examples. They recommended that interactive teaching methods, as well as online learning platforms and social media could be used. Access to information in the clinical field emerged as the most important challenge when practicing EBHC. Time constraints, work-overload, lack of self-motivation and the work environment were also listed as barriers.
Conclusion: Although there is some EBHC teaching at undergraduate level, graduates feel that they are not well equipped to practice EBHC. EBHC teaching should be integrated into a variety of disciplines. SU should consider granting their alumni access to their online library.
Objectives: To gather perspectives of recently qualified doctors regarding the appropriateness of undergraduate EBHC teaching.
Methods: We invited doctors to participate in an electronic survey by sending bi-weekly emails. We analysed quantitative data using SPSS statistical software. Qualitative data was managed and coded with the help of Atlas.ti software. We grouped codes into emerging themes for each question. Ethics approval was obtained.
Results: We obtained 375 (38%) responses. Most respondents agreed that it was important to learn EBHC at undergraduate level and that EBHC teaching at SU was adequate. However, in contrast to rating EBHC teaching as adequate in the quantitative part of the survey, qualitative responses showed that newly qualified doctors found that they lacked EBHC skills. They felt that EBHC teaching should be integrated into clinical rotations by making use of relevant examples. They recommended that interactive teaching methods, as well as online learning platforms and social media could be used. Access to information in the clinical field emerged as the most important challenge when practicing EBHC. Time constraints, work-overload, lack of self-motivation and the work environment were also listed as barriers.
Conclusion: Although there is some EBHC teaching at undergraduate level, graduates feel that they are not well equipped to practice EBHC. EBHC teaching should be integrated into a variety of disciplines. SU should consider granting their alumni access to their online library.