Article type
Year
Abstract
Background:
Practice of evidence-based medicine (EBM) by physicians and residents has helped to improve patient outcomes in the clinical setting. Recently EBM has been increasingly integrated into the curricula of many medical schools which has shown an increase in knowledge of EBM and also improved the students’ ability to develop clinical questions and perform effective literature searches. There is insufficient evidence regarding the teaching of EBM in undergraduate medical education. The present study aims to assess the impact of EBM on knowledge skill and attitude in undergraduate final year MBBS (medical) students.
Objectives:
The purpose of the study is to assess the impact of an evidence-based medicine concept on undergraduate students' perception of EBM skills, determine their use of EBM skills and measure their ability to perform in applying EBM skills in a simulated scenario.
Methods:
Pre and post surveys and skill tests were developed to measure undergraduate students' attitude toward and ability to use EBM skill tests during e-learning session. Final year students who consented to participate in the study completed the survey and skill tests at the beginning, and following delivery, of the EBM session during Obstetrics and Gynecology posting. Data were analysed using the Mann Whitney U test for a two-tailed test.
Results:
A significant increase in self-assessment of skills and improvement in post test performance was observed in the study.
Conclusions:
The introduction of EBM skills to students during final year provided an opportunity to practice EBM skills and reinforces the application of evidence in patient care management.
Practice of evidence-based medicine (EBM) by physicians and residents has helped to improve patient outcomes in the clinical setting. Recently EBM has been increasingly integrated into the curricula of many medical schools which has shown an increase in knowledge of EBM and also improved the students’ ability to develop clinical questions and perform effective literature searches. There is insufficient evidence regarding the teaching of EBM in undergraduate medical education. The present study aims to assess the impact of EBM on knowledge skill and attitude in undergraduate final year MBBS (medical) students.
Objectives:
The purpose of the study is to assess the impact of an evidence-based medicine concept on undergraduate students' perception of EBM skills, determine their use of EBM skills and measure their ability to perform in applying EBM skills in a simulated scenario.
Methods:
Pre and post surveys and skill tests were developed to measure undergraduate students' attitude toward and ability to use EBM skill tests during e-learning session. Final year students who consented to participate in the study completed the survey and skill tests at the beginning, and following delivery, of the EBM session during Obstetrics and Gynecology posting. Data were analysed using the Mann Whitney U test for a two-tailed test.
Results:
A significant increase in self-assessment of skills and improvement in post test performance was observed in the study.
Conclusions:
The introduction of EBM skills to students during final year provided an opportunity to practice EBM skills and reinforces the application of evidence in patient care management.