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      Validación de un instrumento para la evaluación de la interpretación de los resultados de estudios de investigación en los residentes de un hospital universitario Translated title: Validation of an instrument to assess research critical appraisal skills in residents in a university hospital

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          Abstract

          Objetivo. Validar por el método de grupos extremos un instrumento para evaluar la interpretación de las pruebas estadísticas más utilizadas en residentes de un hospital universitario. Sujetos y métodos. Respondieron 272 residentes. La media de respuestas correctas fue del 45%. Resultados. No hubo diferencias entre género, especialidad ni años de formación. La fiabilidad fue aceptable (alfa = 0,83) y la diferencia entre grupos extremos fue significativa (0,45 frente a 0,91). Conclusiones. Los residentes mostraron déficits en interpretación crítica de estudios de investigación, hallazgo que es consistente con otros centros internacionales.

          Translated abstract

          Aim. To validate an instrument to assess research critical appraisal skills in residents in a university hospital by the extreme groups method. Subjects and methods. 272 residents completed the questionnaire. The mean of correct answers was 45%. Results. No significant differences between gender, specialty or post-graduate year were found. Reliability (alpha = 0.83) was acceptable and difference between extreme groups was significant (0.45 vs. 0.91). Conclusions. Residents showed poor skills to interpret typical results of clinical studies, finding consistent with other countries.

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          Medicine residents' understanding of the biostatistics and results in the medical literature.

          Physicians depend on the medical literature to keep current with clinical information. Little is known about residents' ability to understand statistical methods or how to appropriately interpret research outcomes. To evaluate residents' understanding of biostatistics and interpretation of research results. Multiprogram cross-sectional survey of internal medicine residents. Percentage of questions correct on a biostatistics/study design multiple-choice knowledge test. The survey was completed by 277 of 367 residents (75.5%) in 11 residency programs. The overall mean percentage correct on statistical knowledge and interpretation of results was 41.4% (95% confidence interval [CI], 39.7%-43.3%) vs 71.5% (95% CI, 57.5%-85.5%) for fellows and general medicine faculty with research training (P < .001). Higher scores in residents were associated with additional advanced degrees (50.0% [95% CI, 44.5%-55.5%] vs 40.1% [95% CI, 38.3%-42.0%]; P < .001); prior biostatistics training (45.2% [95% CI, 42.7%-47.8%] vs 37.9% [95% CI, 35.4%-40.3%]; P = .001); enrollment in a university-based training program (43.0% [95% CI, 41.0%-45.1%] vs 36.3% [95% CI, 32.6%-40.0%]; P = .002); and male sex (44.0% [95% CI, 41.4%-46.7%] vs 38.8% [95% CI, 36.4%-41.1%]; P = .004). On individual knowledge questions, 81.6% correctly interpreted a relative risk. Residents were less likely to know how to interpret an adjusted odds ratio from a multivariate regression analysis (37.4%) or the results of a Kaplan-Meier analysis (10.5%). Seventy-five percent indicated they did not understand all of the statistics they encountered in journal articles, but 95% felt it was important to understand these concepts to be an intelligent reader of the literature. Most residents in this study lacked the knowledge in biostatistics needed to interpret many of the results in published clinical research. Residency programs should include more effective biostatistics training in their curricula to successfully prepare residents for this important lifelong learning skill.
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            Statistical methods in the journal.

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              Evidence-based medicine training in internal medicine residency programs a national survey.

              M. Green (2000)
              To characterize evidence-based medicine (EBM) curricula in internal medicine residency programs, a written survey was mailed to 417 program directors of U.S. internal medicine residency programs. For programs offering a freestanding (dedicated curricular time) EBM curriculum, the survey inquired about its objectives, format, curricular time, attendance, faculty development, resources, and evaluation. All directors responded to questions regarding integrating EBM teaching into established educational venues. Of 417 program directors, 269 (65%) responded. Of these 269 programs, 99 (37%) offered a freestanding EBM curriculum. Among these, the most common objectives were performing critical appraisal (78%), searching for evidence (53%), posing a focused question (44%), and applying the evidence in decision making (35%). Although 97% of the programs provided MEDLINE, only 33% provided Best Evidence or the Cochrane Library. Evaluation was performed in 37% of the freestanding curricula. Considering all respondents, most programs reported efforts to integrate EBM teaching into established venues, including attending rounds (84%), resident report (82%), continuity clinic (76%), bedside rounds (68%), and emergency department (35%). However, only 51% to 64% of the programs provided on-site electronic information and 31% to 45% provided site-specific faculty development. One third of the training programs reported offering freestanding EBM curricula, which commonly targeted important EBM skills, utilized the residents' experiences, and employed an interactive format. Less than one half of the curricula, however, included curriculum evaluation, and many failed to provide important medical information sources. Most programs reported efforts to integrate EBM teaching, but many of these attempts lacked important structural elements.
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                Author and article information

                Contributors
                Role: ND
                Role: ND
                Role: ND
                Role: ND
                Role: ND
                Role: ND
                Role: ND
                Journal
                edu
                Educación Médica
                Educ. méd.
                Fundación Educación Médica (, , Spain )
                1575-1813
                September 2011
                : 14
                : 3
                : 171-179
                Affiliations
                [02] Buenos Aires orgnameHospital Italiano de Buenos Aires orgdiv1Comité de Investigación Clínica Argentina
                [01] orgnameHospital Italiano de Buenos Aires orgdiv1Comité de Investigación en Educación Médica
                Article
                S1575-18132011000300007
                10.4321/s1575-18132011000300007
                33330e2b-287b-49af-abe2-92fd0d5cf8a0

                This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

                History
                Page count
                Figures: 0, Tables: 0, Equations: 0, References: 6, Pages: 9
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                SciELO Spain


                Educación médica,Estadística,Internado,Interpretación de datos,Residencia,Data interpretation,Internship,Medical education,Residency,Statistical

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