scholarly journals Evidence‐based Medicine Simulation: A Novel and Practice‐relevant Approach to Teaching Real‐time Literature Searching to Emergency Medicine Residents

2020 ◽  
Vol 4 (4) ◽  
pp. 428-432
Author(s):  
Isabelle N. Colmers‐Gray ◽  
David J. Ha ◽  
Maria C. Tan ◽  
Sandy L. Dong
Keyword(s):  
Emergency Medicine ◽  
Real Time ◽  
Evidence Based Medicine ◽  
Evidence Based ◽  
Literature Searching ◽  
Approach To Teaching ◽  
Based Medicine

scholarly journals P057: Evidence-based medicine (EBM) simulation: teaching real-time literature searching to emergency medicine residents using a flipped classroom and high-fidelity simulation

CJEM ◽  
2019 ◽  
Vol 21 (S1) ◽  
pp. S83-S84
Author(s):  
I. Gray ◽  
S. Dong ◽  
D. Ha
Keyword(s):  
Emergency Medicine ◽  
Evidence Based Medicine ◽  
Flipped Classroom ◽  
Literature Search ◽  
Evidence Based ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Stable Patient ◽  
Literature Searching ◽  
Based Medicine

Innovation Conept: Evidence-based medicine (EBM), including literature search skills, is an objective of the Emergency Medicine (EM) residency curriculum. Traditional teaching of this topic utilized a classroom-based, librarian-lead session that presented an overview of many search engines. Feedback from past sessions indicated that learners retained little after the session. To be effective, EBM needs to be brought to the bedside. We created a session to engage EM residents and improve their efficiency in literature searching during an EM shift. Methods: We conducted a needs assessment among EM residents in our program. In response to this and to maximize impact of teaching, we created an EBM workshop on literature searching that used a flipped classroom approach and high-fidelity simulation. The session was designed for a small group (12 junior residents), with the goals of being interactive, engaging and practice-relevant. Feedback was collected on the simulation experience. Curriculum, Tool or Material: With a librarian, we created a brief list of EM-relevant databases. It included tips for searching and links to the corresponding sites / apps. Students received the list 7 days prior and were instructed to set up the resources on their smartphones. Pre-readings also covered the hierarchy of evidence and formulating a good clinical (PICO) question. All students participated in the high-fidelity simulation, with one volunteer leader. The case involved a stable patient. Residents proceeded with initial case assessment until they faced a management decision that required a literature search. All residents participated on their smart phones. Collectively, it took 5 minutes to find a study that adequately addressed the clinical question. The patient was managed accordingly and symptoms resolved. Feedback on the simulation was abundantly positive. Students found it engaging, practical and realistic. It helped them learn to efficiently search the literature while managing a stable patient. Conclusion: Using a multi-modal teaching strategy that includes simulation makes teaching EBM literature searching more interesting, engaging and applicable to EM practice. Future work will look at creating further sessions to reinforce and promote retention of key concepts and integrate them into EM practice.

scholarly journals Tips for teaching evidence-based medicine in a clinical setting: lessons from adult learning theory. Part one

2008 ◽  
Vol 101 (10) ◽  
pp. 493-500 ◽  
Author(s):  
Kausik Das ◽  
Sadia Malick ◽  
Khalid S Khan
Keyword(s):  
Evidence Based Medicine ◽  
Clinical Decision Making ◽  
Adult Learning Theory ◽  
Clinical Decision ◽  
Evidence Based ◽  
Educational Training ◽  
Practice Teaching ◽  
Approach To Teaching ◽  
Indispensable Tool ◽  
Based Medicine

Summary Evidence-based medicine (EBM) is an indispensable tool in clinical practice. Teaching and training of EBM to trainee clinicians is patchy and fragmented at its best. Clinically integrated teaching of EBM is more likely to bring about changes in skills, attitudes and behaviour. Provision of evidence-based health care is the most ethical way to practice, as it integrates up-to-date, patient-oriented research into the clinical decision making process, thus improving patients' outcomes. In this article, we aim to dispel the myth that EBM is an academic and statistical exercise removed from practice by providing practical tips for teaching the minimum skills required to ask questions and critically identify and appraise the evidence and presenting an approach to teaching EBM within the existing clinical and educational training infrastructure.

Sign in / Sign up

Export Citation Format

Share Document