Abstract:
OBJECTIVES:To compare 2 educational programmes for teaching evidence-based medicine (EBM). DESIGN:Prospective randomised controlled trial accompanied by a qualitative evaluation. SETTING:University of Oslo, Norway, 2002-03. PARTICIPANTS:A total of 175 students entered the study. All tenth semester medical students from 3 semesters were eligible for inclusion if they completed baseline assessment and consent forms and either attended teaching on the first day of the semester or gave reasons for their absence on the first day in advance. Interventions One intervention was based on computer-assisted, self-directed learning (self-directed intervention), whilst the other was organised as workshops based on social learning theory (directed intervention). Both educational interventions consisted of 5 half-day sessions. MAIN OUTCOME MEASURES:The primary outcomes were knowledge about EBM and skills in critical appraisal. A secondary outcome measured attitudes to EBM. Outcomes were compared on an intention-to-treat basis using a stratified Wilcoxon rank-sum test. RESULTS:There were no differences in outcomes for the 2 study groups in terms of EBM knowledge (mean deviation 0.0 [95% confidence interval - 1.0, 1.0], P = 0.8), critical appraisal skills (MD 0.1 [95% CI - 0.9, 1.1], P = 0.5), or attitudes to EBM (MD - 0.3 [95% CI - 1.4, 0.8], P = 0.5). Follow-up rates were 96%, 97% and 63%, respectively. CONCLUSIONS:This trial and its accompanying qualitative evaluation suggest that self-directed, computer-assisted learning may be an alternative format for teaching EBM. However, further research is needed to confirm this and investigate alternative educational models.
journal_name
Med Educjournal_title
Medical educationauthors
Bradley P,Oterholt C,Herrin J,Nordheim L,Bjørndal Adoi
10.1111/j.1365-2929.2005.02268.xkeywords:
subject
Has Abstractpub_date
2005-10-01 00:00:00pages
1027-35issue
10eissn
0308-0110issn
1365-2923pii
MED2268journal_volume
39pub_type
临床试验,杂志文章,随机对照试验abstract:CONTEXT:Clinical supervisors oversee trainees' performance while granting them increasing opportunities to work independently. Although the factors contributing to supervisors' trust in their trainees to conduct clinical work have been identified, how the development of trust is shaped by these factors remains less cle...
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journal_title:Medical education
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更新日期:1990-01-01 00:00:00
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doi:10.1111/j.1365-2923.1984.tb00999.x
更新日期:1984-05-01 00:00:00
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journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2923.1993.tb00313.x
更新日期:1993-11-01 00:00:00
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journal_title:Medical education
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更新日期:1994-03-01 00:00:00
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更新日期:2000-02-01 00:00:00
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