Loading…

Flash Player 9 (or above) is needed to view presentations.
We have detected that you do not have it on your computer. To install it, go here.

Like this presentation? Why not share!

Like this? Share it with your network

Share
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Be the first to comment
    Be the first to like this
No Downloads

Views

Total Views
445
On Slideshare
445
From Embeds
0
Number of Embeds
0

Actions

Shares
Downloads
2
Comments
0
Likes
0

Embeds 0

No embeds

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
    No notes for slide

Transcript

  • 1. Teaching Evidence Based Health Care – ‘online or face to face’? Dr Dragan Ilic Monash Institute of Health Services Research Monash University
  • 2. MBBS at Monash University
    • Monash Bachelor of Medicine/Bachelor of Surgery (MBBS) is a five year undergraduate course
    • 2007 – Undergraduate in Australia and Monash Malaysia
    • 2008 – Four year Graduate course at Gippsland
  • 3. MBBS course themes
    • Personal and professional development
    • Society, population, health and illness
    • Evidence Based Clinical Practice (EBCP)
    • Scientific Basis of Clinical Practice
    • Clinical skills
  • 4. Course structure Year 1 Year 2 Year 3 Year 4 Year 5 “ On campus” Year long clinical placement Clinical rotations Year 3 Year 4
  • 5. Brushing up on our geography
  • 6. Brushing up on our geography
  • 7.  
  • 8. Year 3 outline
    • 10 x 2 hour ‘face to face’ tutorials
    • Introduction
    • ‘ Hands on’ database searching
    • Formative evaluation
    • Therapy, harm, diagnosis, prognosis and systematic reviews
  • 9. Year 4 outline
    • Two semester ‘online’ tutorials
    • 4 x 4 week modules per semester
    • Evidence into policy and practice
    • ‘ Workshops’
  • 10.  
  • 11.  
  • 12.  
  • 13.  
  • 14. Student evaluation
    • Quantitative survey of 3 rd year -> 4 th year students
      • 136/235 (58%) 3 rd year
      • 127/248* (51%) 4 th year
    • Qualitative analysis of 4 th year student discussions
  • 15. Evaluation 53% 49% Diagnostic measures (sensitivity/specificity/LRs) 84% 78% Measures of effect (RR, RRR, ARR, NNT) 94% 95% MEDLINE & database searching skills 93% 88% Asking an answerable question (PICO) 4 th yr 3 rd yr Activity
  • 16. Evaluation 44% 78% Workload was reasonable * 63% 57% Critical appraisal of ‘diagnosis’ 76% 74% Critical appraisal of ‘harm’ 84% 81% Critical appraisal of ‘therapy’ 4 th yr 3 rd yr Activity
  • 17. Evaluation 78% 81% Will use EBCP skills in future practice 84% ‘ Workshops’ provide additional reinforcement of online material 51% Online teaching is a good mode of delivery 47% Used EBCP skills in clinical rotations 4 th yr 3 rd yr Activity
  • 18. Qualitative feedback Consolidation Applicability of EBCP in practice Flexibility/self directed Workload (reading articles) Detached Workshop Facilitators Barriers
  • 19. Conclusions
    • Introduction to EBCP in clinical setting
      • Pre-clinical years are ‘lost’
    • Online delivery
      • Workshops
      • Interactive nature of materials
      • Clinical applicability
      • Earlier exposure to ‘online environment’
  • 20. Thank you
    • Dr Dragan Ilic
    • Monash Institute of Health Services Research
    • Monash University
    • Australia
    • Email: dragan.ilic@med.monash.edu.au