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Determinants of knowledge gain in evidence-based medicine short courses: an international assessment

Kunz, Regina and Wegscheider, Karl and Fritsche, Lutz and Schünemann, Holger J. and Moyer, Virginia and Miller, Donald and Boluyt, Nicole and Falck-Ytter, Yngve and Griffiths, Peter and Bucher, Heiner C. and Timmer, Antje and Meyerrose, Jana and Witt, Klaus and Dawes, Martin and Greenhalgh, Trisha and Guyatt, Gordon H.. (2010) Determinants of knowledge gain in evidence-based medicine short courses: an international assessment. Open medicine : a peer-reviewed, independent, open-access journal, 4 (1). e3-e10.

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Official URL: https://edoc.unibas.ch/82975/

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Abstract

Health care professionals worldwide attend courses and workshops to learn evidence-based medicine (EBM), but evidence regarding the impact of these educational interventions is conflicting and of low methodologic quality and lacks generalizability. Furthermore, little is known about determinants of success. We sought to measure the effect of EBM short courses and workshops on knowledge and to identify course and learner characteristics associated with knowledge acquisition.; Health care professionals with varying expertise in EBM participated in an international, multicentre before-after study. The intervention consisted of short courses and workshops on EBM offered in diverse settings, formats and intensities. The primary outcome measure was the score on the Berlin Questionnaire, a validated instrument measuring EBM knowledge that the participants completed before and after the course.; A total of 15 centres participated in the study and 420 learners from North America and Europe completed the study. The baseline score across courses was 7.49 points (range 3.97-10.42 points) out of a possible 15 points. The average increase in score was 1.40 points (95% confidence interval 0.48-2.31 points), which corresponded with an effect size of 0.44 standard deviation units. Greater improvement in scores was associated (in order of greatest to least magnitude) with active participation required of the learners, a separate statistics session, fewer topics, less teaching time, fewer learners per tutor, larger overall course size and smaller group size. Clinicians and learners involved in medical publishing improved their score more than other types of learners; administrators and public health professionals improved their score less. Learners who perceived themselves to have an advanced knowledge of EBM and had prior experience as an EBM tutor also showed greater improvement than those who did not.; EBM course organizers who wish to optimize knowledge gain should require learners to actively participate in the course and should consider focusing on a small number of topics, giving particular attention to statistical concepts.
Faculties and Departments:03 Faculty of Medicine > Bereich Medizinische Fächer (Klinik) > Versicherungsmedizin > Versicherungsmedizin (Kunz)
03 Faculty of Medicine > Departement Klinische Forschung > Bereich Medizinische Fächer (Klinik) > Versicherungsmedizin > Versicherungsmedizin (Kunz)
UniBasel Contributors:Kunz, Regina
Item Type:Article, refereed
Article Subtype:Research Article
ISSN:1911-2092
Note:Publication type according to Uni Basel Research Database: Journal article
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Last Modified:18 May 2021 09:51
Deposited On:18 May 2021 09:51

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