Article type
Year
Abstract
Background: A collaboration between Cochrane Sweden, the Medical Degree Programme and the Medical Faculty Library and ICT unit at Lund University has resulted in launching Cochrane Interactive Learning (CIL) as a resource for students.
CIL consists of online modules covering the whole systematic review process, from how a review is set up, searching for and critically assessing studies, reporting findings, doing a meta-analysis, to writing the review. The modules are self-paced, so students can learn when they want.
A new theme, Scientific Scholarship, has been introduced at the Medical Degree Programme to give students more training in using research to improve healthcare. Evidence-based medicine (EBM) is a part of Scientific Scholarship. There is a progression from the third year onward, covering basics of EBM to all parts of systematic reviews, concluding in communicating and using evidence for individual patients. Two learning resources are used in Scientific Scholarship: a Swedish EBM guide and CIL. The Swedish EBM guide, created by the Medical Faculty Library, gives an introduction to the basics of EBM and why systematic reviews are important. CIL gives the students training in all the parts of systematic reviews.
Objectives: Using CIL modules with students as a method to establish EBM in medical education, where systematic reviews play an important part.
Methods: CIL is presented at semester 6 (third year) where students work with modules 1 to 4. Students who pass the modules get a certificate, which is part of the course assessment. The following semesters the students will be working with modules 5 to 9. The modules match the learning objectives of Scientific Scholarship.
Results: Students’ use of CIL will be evaluated with surveys and focus group interviews. Teachers’ feedback will be included if possible. The number of certificates and students who passed the course will be followed up. Student feedback will be used to improve CIL, to develop real-life learning activities around CIL, and as a basis for modifying instructions to teachers in clinical training.
Conclusions: How CIL is implemented will be systematically evaluated during 2018; students’ first impressions seem to be positive.
Patient or healthcare consumer involvement: Communicating evidence with patients is one of the final learning objectives using CIL.
CIL consists of online modules covering the whole systematic review process, from how a review is set up, searching for and critically assessing studies, reporting findings, doing a meta-analysis, to writing the review. The modules are self-paced, so students can learn when they want.
A new theme, Scientific Scholarship, has been introduced at the Medical Degree Programme to give students more training in using research to improve healthcare. Evidence-based medicine (EBM) is a part of Scientific Scholarship. There is a progression from the third year onward, covering basics of EBM to all parts of systematic reviews, concluding in communicating and using evidence for individual patients. Two learning resources are used in Scientific Scholarship: a Swedish EBM guide and CIL. The Swedish EBM guide, created by the Medical Faculty Library, gives an introduction to the basics of EBM and why systematic reviews are important. CIL gives the students training in all the parts of systematic reviews.
Objectives: Using CIL modules with students as a method to establish EBM in medical education, where systematic reviews play an important part.
Methods: CIL is presented at semester 6 (third year) where students work with modules 1 to 4. Students who pass the modules get a certificate, which is part of the course assessment. The following semesters the students will be working with modules 5 to 9. The modules match the learning objectives of Scientific Scholarship.
Results: Students’ use of CIL will be evaluated with surveys and focus group interviews. Teachers’ feedback will be included if possible. The number of certificates and students who passed the course will be followed up. Student feedback will be used to improve CIL, to develop real-life learning activities around CIL, and as a basis for modifying instructions to teachers in clinical training.
Conclusions: How CIL is implemented will be systematically evaluated during 2018; students’ first impressions seem to be positive.
Patient or healthcare consumer involvement: Communicating evidence with patients is one of the final learning objectives using CIL.