Article type
Abstract
Background
Skills training in evidence-based practice (EBP) is a mandatory global core competency in developed countries such as practice based learning and improvement (PBLI) of ACGME standards in the USA. Most Lower- middle income countries(LMIC) lack formal skills training in EBP competencies to incorporate in medical school and clinical training programs for EBP. Virtual certification training is a growing trend for professional development. A competency based EBP certification course can fill this unmet need to provide EBP skills training to healthcare professionals.
Methods
We designed and implemented a 12 weeks Virtual EBP certification course for healthcare professionals at one of the oldest medical schools in Karachi, Pakistan. EBP course provided an integrated platform with various modules of competency based EBP topics such as epidemiology, research methods, critical appraisal of various study types, statistics, built in virtual journal club workflow, interactive article reader/appraiser, EBM calculator, webinar, along with multi modal teaching methods such as small group teaching, e- learning to ensure comprehensive training in EBP.
Results
​Preliminary results showed that a virtual EBP course provides an excellent opportunity to train students, residents and faculty in practicing evidence-based medicine through a formal competency based EBP certification course. An integrated curriculum along with innovative EBP tools provides simulated article reading and appraisal training to achieve key learning- objectives of EBP competencies. Self-directed web-based assignments along with both summative and formative assessment ensured a continuous growth of required competencies in longitudinal virtual self-directed learning environments.
Conclusions
We have successfully implemented a virtual EBP certified training course among healthcare professionals in a large medical school, in Karachi, Pakistan, a LMIC. Preliminary evidence supports the idea of a certification course to provide EBP skills, including question formulation, information mastery, critical appraisal, applicability and evaluation along with reflective learning . We plan to expand the certification course as faculty development activity for other medical schools, in the country in providing certified training in evidence-based medicine to medical students, residents , healthcare professionals, in other disciplines( Nursing, Pharmacy, Physical therapy) as well.
Skills training in evidence-based practice (EBP) is a mandatory global core competency in developed countries such as practice based learning and improvement (PBLI) of ACGME standards in the USA. Most Lower- middle income countries(LMIC) lack formal skills training in EBP competencies to incorporate in medical school and clinical training programs for EBP. Virtual certification training is a growing trend for professional development. A competency based EBP certification course can fill this unmet need to provide EBP skills training to healthcare professionals.
Methods
We designed and implemented a 12 weeks Virtual EBP certification course for healthcare professionals at one of the oldest medical schools in Karachi, Pakistan. EBP course provided an integrated platform with various modules of competency based EBP topics such as epidemiology, research methods, critical appraisal of various study types, statistics, built in virtual journal club workflow, interactive article reader/appraiser, EBM calculator, webinar, along with multi modal teaching methods such as small group teaching, e- learning to ensure comprehensive training in EBP.
Results
​Preliminary results showed that a virtual EBP course provides an excellent opportunity to train students, residents and faculty in practicing evidence-based medicine through a formal competency based EBP certification course. An integrated curriculum along with innovative EBP tools provides simulated article reading and appraisal training to achieve key learning- objectives of EBP competencies. Self-directed web-based assignments along with both summative and formative assessment ensured a continuous growth of required competencies in longitudinal virtual self-directed learning environments.
Conclusions
We have successfully implemented a virtual EBP certified training course among healthcare professionals in a large medical school, in Karachi, Pakistan, a LMIC. Preliminary evidence supports the idea of a certification course to provide EBP skills, including question formulation, information mastery, critical appraisal, applicability and evaluation along with reflective learning . We plan to expand the certification course as faculty development activity for other medical schools, in the country in providing certified training in evidence-based medicine to medical students, residents , healthcare professionals, in other disciplines( Nursing, Pharmacy, Physical therapy) as well.