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      How are "teaching the teachers" courses in evidence based medicine evaluated? A systematic review

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          Abstract

          Background

          Teaching of evidence-based medicine (EBM) has become widespread in medical education. Teaching the teachers (TTT) courses address the increased teaching demand and the need to improve effectiveness of EBM teaching. We conducted a systematic review of assessment tools for EBM TTT courses. To summarise and appraise existing assessment methods for teaching the teachers courses in EBM by a systematic review.

          Methods

          We searched PubMed, BioMed, EmBase, Cochrane and Eric databases without language restrictions and included articles that assessed its participants. Study selection and data extraction were conducted independently by two reviewers.

          Results

          Of 1230 potentially relevant studies, five papers met the selection criteria. There were no specific assessment tools for evaluating effectiveness of EBM TTT courses. Some of the material available might be useful in initiating the development of such an assessment tool.

          Conclusion

          There is a need for the development of educationally sound assessment tools for teaching the teachers courses in EBM, without which it would be impossible to ascertain if such courses have the desired effect.

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          Most cited references18

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          Systematic reviews in health care: Systematic reviews of evaluations of diagnostic and screening tests.

          J J Deeks (2001)
          Article 0 comments Cited 205 times – based on 0 reviews     Review now
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            Instruments for evaluating education in evidence-based practice: a systematic review.

            Douglas Bell, Michael Green, Marianna K Baum … (2006)
            Evidence-based practice (EBP) is the integration of the best research evidence with patients' values and clinical circumstances in clinical decision making. Teaching of EBP should be evaluated and guided by evidence of its own effectiveness. To appraise, summarize, and describe currently available EBP teaching evaluation instruments. We searched the MEDLINE, EMBASE, CINAHL, HAPI, and ERIC databases; reference lists of retrieved articles; EBP Internet sites; and 8 education journals from 1980 through April 2006. For inclusion, studies had to report an instrument evaluating EBP, contain sufficient description to permit analysis, and present quantitative results of administering the instrument. Two raters independently abstracted information on the development, format, learner levels, evaluation domains, feasibility, reliability, and validity of the EBP evaluation instruments from each article. We defined 3 levels of instruments based on the type, extent, methods, and results of psychometric testing and suitability for different evaluation purposes. Of 347 articles identified, 115 were included, representing 104 unique instruments. The instruments were most commonly administered to medical students and postgraduate trainees and evaluated EBP skills. Among EBP skills, acquiring evidence and appraising evidence were most commonly evaluated, but newer instruments evaluated asking answerable questions and applying evidence to individual patients. Most behavior instruments measured the performance of EBP steps in practice but newer instruments documented the performance of evidence-based clinical maneuvers or patient-level outcomes. At least 1 type of validity evidence was demonstrated for 53% of instruments, but 3 or more types of validity evidence were established for only 10%. High-quality instruments were identified for evaluating the EBP competence of individual trainees, determining the effectiveness of EBP curricula, and assessing EBP behaviors with objective outcome measures. Instruments with reasonable validity are available for evaluating some domains of EBP and may be targeted to different evaluation needs. Further development and testing is required to evaluate EBP attitudes, behaviors, and more recently articulated EBP skills.
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              Do short courses in evidence based medicine improve knowledge and skills? Validation of Berlin questionnaire and before and after study of courses in evidence based medicine.

              Kevin Fritsche, Y Falck-Ytter, H. H. Neumayer … (2002)
              To develop and validate an instrument for measuring knowledge and skills in evidence based medicine and to investigate whether short courses in evidence based medicine lead to a meaningful increase in knowledge and skills. Development and validation of an assessment instrument and before and after study. Various postgraduate short courses in evidence based medicine in Germany. The instrument was validated with experts in evidence based medicine, postgraduate doctors, and medical students. The effect of courses was assessed by postgraduate doctors from medical and surgical backgrounds. Intensive 3 day courses in evidence based medicine delivered through tutor facilitated small groups. Increase in knowledge and skills. The questionnaire distinguished reliably between groups with different expertise in evidence based medicine. Experts attained a threefold higher average score than students. Postgraduates who had not attended a course performed better than students but significantly worse than experts. Knowledge and skills in evidence based medicine increased after the course by 57% (mean score before course 6.3 (SD 2.9) v 9.9 (SD 2.8), P<0.001). No difference was found among experts or students in absence of an intervention. The instrument reliably assessed knowledge and skills in evidence based medicine. An intensive 3 day course in evidence based medicine led to a significant increase in knowledge and skills.
              Article 0 comments Cited 81 times – based on 0 reviews     Review now
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                Author and article information

                Journal
                Journal ID (nlm-ta): BMC Med Educ
                Title: BMC Medical Education
                Publisher: BioMed Central
                ISSN (Electronic): 1472-6920
                Publication date Collection: 2010
                Publication date (Electronic): 29 September 2010
                Volume: 10
                Page: 64
                Affiliations
                [1 ]CASPolska, 32-400 Myślenice, ul. Mickiewicza 40, Poland
                [2 ]Birmingham Women's NHS Foundation Trust, Metchley Park Road, Edgbaston, Birmingham B15 2TG, UK
                [3 ]University of Birmingham, Edgbaston, Birmingham B15 2TG, UK
                [4 ]Agency for Quality in Medicine, Wegleystrasse 3, 10623 Berlin, Germany
                [5 ]TUDOR EBM Network, University of Szeged, Albert Szent-Gyorgyi Medical Centre, Semmelweis u. 6, H-6725 Szeged, Hungary
                [6 ]Universita Cattolica del Sacro Curoe, Via Emilia Parmense 84, 29100 Piacenza, Italy
                [7 ]Basel Institute for Clinical Epidemiology and Biostatistics, Hebelstrasse 10, CH 4031 Basel, Switzerland
                [8 ]Academic Medical Center, University of Amsterdam, Department of Obstetrics and Gynaecology, Meibergdreef 9, 1105 AZ Amsterdam, The Netherlands
                [9 ]Centre d'épidémiologie clinique, IUMSP, Bugnon 17, 1005 Lausanne, Switzerland
                Article
                Publisher ID: 1472-6920-10-64
                DOI: 10.1186/1472-6920-10-64
                PMC ID: 2958160
                PubMed ID: 20920240
                SO-VID: 13338b2a-072b-472d-b4c8-22917becda70
                Copyright © Copyright ©2010 Walczak et al; licensee BioMed Central Ltd.
                License:

                This is an Open Access article distributed under the terms of the Creative Commons Attribution License ( http://creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

                History
                Date received : 14 April 2010
                Date accepted : 29 September 2010
                Categories
                Subject: Research Article

                ScienceOpen disciplines: Education
                Data availability:
                ScienceOpen disciplines: Education

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