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Related Experiment Videos

A locally created EBM course for faculty development.

Gerald E Crites1, Ximena Chrisagis, Vipul Patel

  • 1Wright State University School of Medicine, Dayton, OH, USA. Gerald.e.crites@wright.edu

Medical Teacher
|January 28, 2004
PubMed
Summary
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A locally developed Evidence-Based Medicine (EBM) curriculum improved faculty understanding and retention of EBM concepts. Participants reported high satisfaction and sustained EBM skill self-assessment nine months post-course.

Area of Science:

  • Medical Education
  • Evidence-Based Practice

Background:

  • International Evidence-Based Medicine (EBM) workshops face challenges including institutional irrelevance.
  • A need exists for tailored EBM training addressing specific faculty and institutional requirements.

Purpose of the Study:

  • To design and evaluate a local EBM curriculum for faculty.
  • To assess the effectiveness of the curriculum on EBM knowledge and skills retention.
  • To measure participant satisfaction with the EBM training.

Main Methods:

  • A 10-item EBM knowledge test administered pre- and post-course.
  • Self-assessment of five EBM skills at immediate post-course and nine-month follow-up.
  • Participant satisfaction survey.
  • Curriculum developed by local EBM experts focusing on institutional needs.

Related Experiment Videos

Main Results:

  • Significant improvement in EBM knowledge test scores.
  • Sustained high self-assessed EBM skills at nine months.
  • High participant satisfaction ratings for most course components.
  • 61% course completion rate.

Conclusions:

  • A locally developed EBM faculty curriculum can be effective.
  • Success factors include defining institutional needs, broad support, sound educational methods, and manageable scheduling.
  • Tailored EBM training enhances faculty understanding and application of EBM principles.