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Using a learning coach to teach residents evidence-based medicine
Paul George1, Shmuel Reis, Melissa Nothnagle
1Department of Family Medicine, Memorial Hospital of Rhode Island and Alpert Medical School, Brown University, RI, USA. Paul_george@brown.edu
Family Medicine
|October 3, 2012
Summary
A personalized curriculum improved residents' evidence-based medicine (EBM) and information mastery skills. This one-on-one coaching enhanced EBM knowledge, attitudes, and clinical application.
Area of Science:
- Medical Education
- Evidence-Based Practice
- Information Science
Background:
- Traditional medical education interventions for evidence-based medicine (EBM) and information mastery are often applied uniformly.
- A need exists for tailored educational approaches to meet individual resident learning needs.
Purpose of the Study:
- To develop and evaluate a curriculum designed to enhance residents' EBM and information mastery skills through individualized instruction.
- To assess the impact of a personalized learning approach on residents' EBM knowledge, attitudes, and clinical practice.
Main Methods:
- A 1-year longitudinal curriculum was delivered to two cohorts of second-year family medicine residents (n=26).
- Instruction was provided through monthly one-on-one meetings with a learning coach.
- Pre- and post-intervention surveys assessed EBM attitudes, knowledge quizzes measured EBM knowledge, and semi-structured interviews explored qualitative experiences.
Main Results:
- Residents demonstrated overwhelmingly positive attitudes toward EBM and information mastery post-intervention.
- EBM knowledge quiz scores significantly increased by 31.8%.
- Residents reported increased real-time use of EBM during patient encounters.
Conclusions:
- A one-on-one coaching intervention effectively improved residents' EBM and information mastery.
- Individualized instruction enhances medical residents' attitudes, knowledge, and application of EBM in clinical settings.
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