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Updated: May 18, 2026

E-Patient Counseling Trial (E-PACO): Computer Based Education versus Nurse Counseling for Patients to Prepare for Colonoscopy

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Published on: August 1, 2019

EBM E-learning: Feasible and Effective for Occupational Physicians in Different Countries.

Nathalie Ir Hugenholtz¹, Judith K Sluiter, Frank Jh van Dijk

¹Coronel Institute of Occupational Health, Academic Medical Center, University of Amsterdam, Amsterdam, the Netherlands.

Safety and Health at Work

|September 29, 2012

Summary

An electronic introductory course effectively enhanced occupational physicians' evidence-based medicine (EBM) knowledge and self-efficacy. However, it did not significantly improve EBM skills or behavior, suggesting a need for blended learning approaches.

Keywords:

Distance education Evidence-based medicine Medical education Occupational health

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Systematic Endobronchial Ultrasound - The Six Landmarks Approach

Systematic Endobronchial Ultrasound - The Six Landmarks Approach

Published on: August 11, 2023

Area of Science:

Occupational Health
Medical Education
Evidence-Based Practice

Background:

Occupational physicians require evidence-based medicine (EBM) for clinical decision-making.
Lack of time and EBM knowledge hinders EBM adoption among occupational physicians.
An accessible, self-paced electronic EBM course was developed to address these barriers.

Purpose of the Study:

To assess the feasibility and utility of an electronic EBM course for occupational physicians.
To evaluate the effectiveness of the electronic EBM course on knowledge, skills, and behavior.
To determine the impact on determinants of behavior related to EBM practice.

Main Methods:

A within-subjects study design was employed with occupational physicians from diverse countries.
Measurements of EBM knowledge, skills, behavior, and determinants were taken at baseline, immediately post-course, and 2 months later (n=36).
Feasibility and utility were assessed post-course (n=42).

Main Results:

The electronic EBM course is a feasible introductory program for international occupational physicians.
Significant improvements were observed in EBM knowledge and self-efficacy.
No significant changes were noted in EBM skills, behavior, or determinants of behavior, though journal use for case-solving increased.

Conclusions:

Electronic introductory EBM courses are suitable for occupational physicians, effectively boosting knowledge and self-efficacy.
The course alone is insufficient for improving EBM skills and behavior.
Integrating e-learning with blended learning strategies is recommended to enhance behavioral change.