Adopting a blended learning approach to teaching evidence based medicine: a mixed methods study

Area of Science:

• Medical Education
• Evidence-Based Medicine
• Pedagogy

Background:

• Evidence-Based Medicine (EBM) is a fundamental component of medical education.
• Optimal teaching methodologies for EBM remain under-investigated.
• This study compares blended-learning versus didactic approaches for EBM instruction.

Purpose of the Study:

• To determine if blended-learning enhances medical student competency in EBM more effectively than didactic teaching.
• To assess student perceptions of different EBM teaching modalities.

Main Methods:

• A mixed-methods study involving a controlled trial and focus groups with graduate medical students.
• Interventions included a didactic approach (DID) and a blended-learning approach (BL) for EBM.
• Competency was measured using the Berlin tool and a criterion-based assessment; perceptions were gathered qualitatively.

Main Results:

• No significant difference in EBM competency was found using the Berlin tool (p = 0.29).
• Students in the BL group showed significantly better performance on one criterion-based task (p = 0.01) and reported higher self-perceived critical appraisal skills.
• Qualitative data indicated a student preference for the blended-learning EBM course.

Conclusions:

• Blended-learning EBM instruction fosters greater appreciation for EBM principles in clinical practice.
• Varied teaching modalities enhance student self-confidence and bridge the gap between EBM theory and practice.