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Related Experiment Videos

Teaching EBM facilitation using small groups.

Gerald E Crites1, Stephen D McDonald, Ronald J Markert

  • 1Department of Medicine, The Wright State University School of Medicine, Dayton, Ohio 45409-2902, USA.

Medical Teacher
|August 24, 2002
PubMed
Summary
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A new workshop effectively trains faculty in the problem-centered, learner-focused, small-group process (PLS) for teaching evidence-based medicine (EBM). This accessible course equips educators with essential facilitation skills for improved medical education.

Area of Science:

  • Medical Education
  • Evidence-Based Medicine
  • Facilitation Skills

Background:

  • The problem-centered, learner-focused, small-group process (PLS) is crucial for training in evidence-based medicine (EBM).
  • Limited affordable and accessible training courses exist for faculty to master PLS facilitation.
  • There is a need for effective faculty development in PLS for EBM instruction.

Purpose of the Study:

  • To describe the results of a novel, one-day workshop designed to train faculty in the PLS process for EBM facilitation.
  • To evaluate the effectiveness and participant satisfaction of an introductory course on PLS facilitation.

Main Methods:

  • A one-day workshop was conducted with seven clinicians and four medical librarians.
  • The workshop included five small group sessions, with an initial focus on facilitation concepts and principles.

Related Experiment Videos

  • Subsequent sessions utilized role-playing and case scenarios to reinforce PLS principles within the EBM framework.

    • Main Results:

    • Participant evaluations for the course, including the application of the PLS process, were highly positive.
    • The workshop successfully imparted knowledge and skills related to PLS facilitation for EBM.

    Conclusions:

    • The introductory course effectively teaches the problem-centered, learner-focused, small-group process (PLS).
    • This training enables faculty to utilize PLS for enhanced evidence-based medicine facilitation.
    • The workshop offers a viable and effective model for faculty development in medical education.