Article type
Abstract
Abstract
Background: Shared decision making (SDM), a process in which clinicians and patients work together to select treatments based on clinical evidence and the patient’s informed preferences, is the optimal outcome to evaluating evidence-based medicine (EBM).
Objectives: This study evaluated the effectiveness of advocating and implementing EBM-based SDM training for clinical teachers.
Methods: This mixed-method study used a pretest–posttest design quantitatively and reflective debriefing qualitatively. The course was delivered by a half-day workshop for clinical teachers of two teaching hospitals with blended teaching methods through various course modules, consisted of 1-hour lecture, 1-hour role play simulation, and 1-hour small group discussion and debriefing for multidisplinary healthcare professionals (see Figure 1). Paired t-tests were computed to examine the improvement the scores in knowledge (assessed by 5 multiple choice items), attitude (assessed by OPTION5 questionnaire), and skills (assessed by entrustable professional activities (EPAs) for SDM. Recordings of the small group debriefing were transcribed, reviewed, and analyzed by using content analysis approach.
Results: A total of 40 multidisciplinary healthcare personnel participated, and most participants were male (62.5%); the mean age and work experience were 40.78 and 12.53 years, respectively. The training program effectively improved the knowledge, attitude, and skills for SDM competency among the participated clinical teachers. All posttest scores in knowledge, attitude, and skills for SDM competency were significantly improved than the pretest scores. Paired t-test revealed significant difference to the total scores of SDM knowledge (t = 5.11, p < .001), SDM attitude (t = 29.69, p < .001), and SDM skill (t = 3.74, p < .001). Quantitative data revealed that the success of advocating EBM-based SDM through three themes: 1. Teaching better EBM skills with curiosity and scientific spirits; 2. Cultivating students with empathy and generosity to explore patients’ need and preference; 3. Communicating healthcare team leadership and cooperation with patients and family.
Conclusions: This approach demonstrated both quantitatively and qualitatively that EBM-based SDM training significantly improved SDM related knowledge, attitude, and skills for clinical teachers.
Background: Shared decision making (SDM), a process in which clinicians and patients work together to select treatments based on clinical evidence and the patient’s informed preferences, is the optimal outcome to evaluating evidence-based medicine (EBM).
Objectives: This study evaluated the effectiveness of advocating and implementing EBM-based SDM training for clinical teachers.
Methods: This mixed-method study used a pretest–posttest design quantitatively and reflective debriefing qualitatively. The course was delivered by a half-day workshop for clinical teachers of two teaching hospitals with blended teaching methods through various course modules, consisted of 1-hour lecture, 1-hour role play simulation, and 1-hour small group discussion and debriefing for multidisplinary healthcare professionals (see Figure 1). Paired t-tests were computed to examine the improvement the scores in knowledge (assessed by 5 multiple choice items), attitude (assessed by OPTION5 questionnaire), and skills (assessed by entrustable professional activities (EPAs) for SDM. Recordings of the small group debriefing were transcribed, reviewed, and analyzed by using content analysis approach.
Results: A total of 40 multidisciplinary healthcare personnel participated, and most participants were male (62.5%); the mean age and work experience were 40.78 and 12.53 years, respectively. The training program effectively improved the knowledge, attitude, and skills for SDM competency among the participated clinical teachers. All posttest scores in knowledge, attitude, and skills for SDM competency were significantly improved than the pretest scores. Paired t-test revealed significant difference to the total scores of SDM knowledge (t = 5.11, p < .001), SDM attitude (t = 29.69, p < .001), and SDM skill (t = 3.74, p < .001). Quantitative data revealed that the success of advocating EBM-based SDM through three themes: 1. Teaching better EBM skills with curiosity and scientific spirits; 2. Cultivating students with empathy and generosity to explore patients’ need and preference; 3. Communicating healthcare team leadership and cooperation with patients and family.
Conclusions: This approach demonstrated both quantitatively and qualitatively that EBM-based SDM training significantly improved SDM related knowledge, attitude, and skills for clinical teachers.