Implementation of a blended learning approach to teaching evidence based practice: a protocol for a mixed methods...

Area of Science:

• Medical Education
• Health Professions Education

Background:

• Evidence-based practice (EBP) is crucial for healthcare professionals, requiring skills in epidemiology, biostatistics, and information literacy.
• While EBP is taught in health sciences, optimal teaching modalities to enhance learner competency remain under-researched.

Purpose of the Study:

• To evaluate the effectiveness of a blended learning approach compared to a traditional didactic method for teaching EBP to medical students.
• To explore student perceptions of blended learning for EBP education.

Main Methods:

• A mixed-methods design incorporating a randomized controlled trial (RCT) and focus groups.
• The RCT will assess EBP competency using the Berlin tool, comparing blended learning to didactic teaching.
• Focus groups will gather qualitative data on student attitudes towards blended EBP learning.

Main Results:

• Quantitative data from the RCT will determine the effectiveness of blended learning on EBP competency.
• Qualitative data will provide context for the quantitative findings and student experiences.

Conclusions:

• This study will offer new insights into the efficacy of blended learning for improving EBP competency in medical students.
• Findings will inform pedagogical strategies for health professions education, enhancing the integration of evidence into clinical decision-making.