Multiple strategy peer-taught evidence-based medicine course in a poor resource setting.

Area of Science:

• Medical Education
• Evidence-Based Medicine
• Global Health

Background:

• Teaching Evidence-Based Medicine (EBM) is crucial in healthcare.
• Integrating multiple strategies enhances EBM education for undergraduates.
• Limited evidence exists on EBM interventions in developing countries.

Purpose of the Study:

• To evaluate the effectiveness of a multiple-strategy, peer-taught online EBM course.
• To assess improvements in EBM awareness and skills among medical students in Syria and Egypt.

Main Methods:

• Prospective study with 84 medical students across three universities.
• Pre- and post-course assessment using the Berlin questionnaire and self-reported data.
• A six-week, peer-taught online course with integrated assignments, discussions, and workshops.

Main Results:

• Statistically significant increase in EBM knowledge and skills (p<0.001).
• Mean Berlin test scores improved from 3.5 to 5.5.
• Self-reported confidence in EBM increased significantly, but attitudes toward EBM showed no major change.

Conclusions:

• Multiple-strategy, peer-taught online EBM courses can be effective in developing countries.
• This approach offers a viable alternative to traditional face-to-face, expert-taught courses, particularly short-term.
• Further research may explore long-term effects and attitude changes.