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Evidence-Based Medicine (EBM)

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5 papers 0 to 25 followers Locating items of interest that can be used for our EBM modules. Check out:
By Max Anderson I am an Instructional Designer in Undergraduate Medical Education at UIC College of Medicine.
Craig A Umscheid, Matthew J Maenner, Nikhil Mull, Angela F Veesenmeyer, John T Farrar, Stanley Goldfarb, Gail Morrison, Mark A Albanese, John G Frohna, David A Feldstein
PURPOSE: To evaluate feasibility and impact of evidence-based medicine (EBM) educational prescriptions (EPs) in medical student clerkships. METHODS: Students answered clinical questions during clerkships using EPs, which guide learners through the "four As" of EBM. Epidemiology fellows graded EPs using a rubric. Feasibility was assessed using descriptive statistics and student and fellow end-of-study questionnaires, which also measured impact. In addition, for each EP, students reported patient impact...
April 13, 2016: Medical Teacher
Rochelle E Tractenberg, Matthew M Gushta, Jeffrey M Weinfeld
UNLABELLED: CONSTRUCT: In this study we describe a multidimensional scaling (MDS) exercise to validate the curricular elements composing a new Mastery Rubric (MR) for a curriculum in evidence-based medicine (EBM). This MR-EBM comprises 10 elements of knowledge, skills, and abilities (KSAs) representing our institutional learning goals of career-spanning engagement with EBM. An MR also includes developmental trajectories for each KSA, beginning with medical school coursework, including residency training, and outlining the qualifications of individuals to teach and mentor in EBM...
2016: Teaching and Learning in Medicine
Lauren A Maggio, Olle ten Cate, H Carrie Chen, David M Irby, Bridget C O'Brien
PURPOSE: Evidence-based medicine (EBM) is a fixture in many medical school curricula. Yet, little is known about the challenges medical students face in learning EBM or the educational approaches that medical schools use to overcome these challenges. METHOD: A qualitative multi-institutional case study was conducted between December 2013 and July 2014. On the basis of the Association of American Medical Colleges 2012 Medical School Graduation Questionnaire data, the authors selected 22 U...
January 2016: Academic Medicine: Journal of the Association of American Medical Colleges
JoAnn D Long, Paula Gannaway, Cindy Ford, Rita Doumit, Nadine Zeeni, Ola Sukkarieh-Haraty, Aline Milane, Beverly Byers, LaNell Harrison, Daniel Hatch, Justin Brown, Sharlan Proper, Patricia White, Huaxin Song
BACKGROUND: As the world becomes increasingly digital, advances in technology have changed how students access evidence-based information. Research suggests that students overestimate their ability to locate quality online research and lack the skills needed to evaluate the scientific literature. Clinical nurses report relying on personal experience to answer clinical questions rather than searching evidence-based sources. To address the problem, a web-based, evidence-based research (EBR) tool that is usable from a computer, smartphone, or iPad was developed and tested...
February 2016: Worldviews on Evidence-based Nursing
Lauren A Maggio, Olle Ten Cate, David M Irby, Bridget C O'Brien
Evidence-based medicine (EBM) skills, although taught in medical schools around the world, are not optimally practiced in clinical environments because of multiple barriers, including learners' difficulty transferring EBM skills learned in the classroom to clinical practice. This lack of skill transfer may be partially due to the design of EBM training. To facilitate the transfer of EBM skills from the classroom to clinical practice, the authors explore one instructional approach, called the Four Component Instructional Design (4C/ID) model, to guide the design of EBM training...
November 2015: Academic Medicine: Journal of the Association of American Medical Colleges
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