Integrating Evidence-Based Medicine with the Medical  School Curriculum   Russell Smith, russells@usc.edu Educational Supp...
Integrating EBM - Abstract <ul><li>TITLE: Integrating Evidence-Based Medicine in the Medical School Curriculum </li></ul><...
Abstract (continued) <ul><li>Results: Based on student evaluation, the majority of workshop attendees found EBM instructio...
Background & Setting <ul><li>USC – Keck School of Medicine </li></ul><ul><li>Approximately 160 students per class </li></u...
EBM Workshop & Assignment <ul><li>Introduced in Fall 2004 </li></ul><ul><li>Second year medical students </li></ul><ul><li...
Evidence Pyramid SUNY Downstate Medical Center© 2006. All rights reserved
Online Tutorial http://www.usc.edu/hsc/nml/lib-services/tutorials/ebm.html
Example question: <ul><li>Is advice to stay active more effective than bed rest in the treatment of chronic low-back pain?...
Resources covered <ul><li>National Guideline Clearinghouse </li></ul><ul><li>Cochrane Database of Systematic Reviews </li>...
Resources covered <ul><li>MEDLINE </li></ul><ul><ul><li>Randomized controlled trials </li></ul></ul><ul><ul><li>Meta-analy...
 
 
Final Questions <ul><li>Which of the above resources were the most useful? </li></ul><ul><li>Did you find any answers to y...
Which resource did you find most useful? * <ul><li>UpToDate (23.5%) </li></ul><ul><li>MEDLINE – rcts (20.8%) </li></ul><ul...
Inferences <ul><li>Ranking of MEDLINE over knowledge bases (such as Cochrane Database of Systematic Reviews) seems to indi...
Conclusions <ul><li>Students are learning how to search </li></ul><ul><li>Project has enhanced library’s status </li></ul>...
Student Evaluations * <ul><li>Instructor taught effectively </li></ul><ul><ul><li>4.62 </li></ul></ul><ul><li>Information ...
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Integrating EBM into Medical School

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Result of study re: medical student usage of online resources to find evidence-based information based on real-life clinical questions.

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Integrating EBM into Medical School

  1. 1. Integrating Evidence-Based Medicine with the Medical School Curriculum Russell Smith, russells@usc.edu Educational Support Librarian Norris Medical Library University of Southern California
  2. 2. Integrating EBM - Abstract <ul><li>TITLE: Integrating Evidence-Based Medicine in the Medical School Curriculum </li></ul><ul><li>OBJECTIVE: To describe an evidence-based educational module for second-year medical students. </li></ul><ul><li>METHODS: Second-year medical students received one-hour instruction on basic principles of evidence-based medicine as well as searching techniques for selected evidence-based medicine resources. After instruction, worksheets were distributed to the students. Students were required to describe a patient encountered during clinical rounds, formulate a PICO-based question and then look for answers in designated resources. The worksheet also contained a checklist of resources and boxes for the students to record the number of hits in each resource. Worksheets were evaluated by librarians and individual feedback was given to the students. </li></ul>
  3. 3. Abstract (continued) <ul><li>Results: Based on student evaluation, the majority of workshop attendees found EBM instruction to be a positive experience. Of the resources presented, students found UpToDate to be the most helpful. Interestingly MEDLINE ranked second among students in terms of usefulness. </li></ul><ul><li>Conclusion: Medical students can benefit from library instruction on searching evidence-based medical resources. Additionally, integrating EBM instruction with the curriculum of medical students effectively promotes the library as an active partner in learning with the School of Medicine. </li></ul>
  4. 4. Background & Setting <ul><li>USC – Keck School of Medicine </li></ul><ul><li>Approximately 160 students per class </li></ul><ul><li>New curriculum introduced in Fall 2001 </li></ul><ul><ul><li>Case-based, self-directed learning </li></ul></ul><ul><li>First year students </li></ul><ul><ul><li>MEDLINE search project </li></ul></ul><ul><ul><li>Already familiar with information retrieval </li></ul></ul>
  5. 5. EBM Workshop & Assignment <ul><li>Introduced in Fall 2004 </li></ul><ul><li>Second year medical students </li></ul><ul><li>One hour workshop (hands-on) </li></ul><ul><ul><li>Basic EBM principles </li></ul></ul><ul><ul><li>Walk through resources </li></ul></ul><ul><li>Online tutorial </li></ul>
  6. 6. Evidence Pyramid SUNY Downstate Medical Center© 2006. All rights reserved
  7. 7. Online Tutorial http://www.usc.edu/hsc/nml/lib-services/tutorials/ebm.html
  8. 8. Example question: <ul><li>Is advice to stay active more effective than bed rest in the treatment of chronic low-back pain? </li></ul>
  9. 9. Resources covered <ul><li>National Guideline Clearinghouse </li></ul><ul><li>Cochrane Database of Systematic Reviews </li></ul><ul><li>Database of Abstracts of Reviews of Effect (DARE) </li></ul><ul><li>Best Evidence – ACP Journal Club </li></ul>
  10. 10. Resources covered <ul><li>MEDLINE </li></ul><ul><ul><li>Randomized controlled trials </li></ul></ul><ul><ul><li>Meta-analyses </li></ul></ul><ul><li>Clinical Evidence (BMJ) </li></ul><ul><li>UpToDate </li></ul>
  11. 13. Final Questions <ul><li>Which of the above resources were the most useful? </li></ul><ul><li>Did you find any answers to your question? If so, where? </li></ul><ul><li>State the answer, if found. Conflicting evidence? </li></ul>
  12. 14. Which resource did you find most useful? * <ul><li>UpToDate (23.5%) </li></ul><ul><li>MEDLINE – rcts (20.8%) </li></ul><ul><li>N.G.C. (15.3%) </li></ul><ul><li>C.D.S.R. (10.6%) </li></ul><ul><li>*Most students listed more than one resource. </li></ul><ul><li>Four students did not state a preference. </li></ul><ul><li>Data was collected Spring 2006. </li></ul>
  13. 15. Inferences <ul><li>Ranking of MEDLINE over knowledge bases (such as Cochrane Database of Systematic Reviews) seems to indicate: </li></ul><ul><ul><li>High comfort-level for searching </li></ul></ul><ul><ul><li>Benefit of first year literature search project </li></ul></ul><ul><ul><li>Confidence in analytical abilities </li></ul></ul><ul><ul><li>Value-added resources may be too limited in scope </li></ul></ul>
  14. 16. Conclusions <ul><li>Students are learning how to search </li></ul><ul><li>Project has enhanced library’s status </li></ul><ul><li>Student evaluations of project </li></ul><ul><ul><li>Very positive </li></ul></ul><ul><li>Worksheet adopted by other programs </li></ul>
  15. 17. Student Evaluations * <ul><li>Instructor taught effectively </li></ul><ul><ul><li>4.62 </li></ul></ul><ul><li>Information presented was clear & concise </li></ul><ul><ul><li>4.67 </li></ul></ul><ul><li>I learned something useful </li></ul><ul><ul><li>4.32 </li></ul></ul><ul><ul><li>*5 =strongly agree, 4=agree, 3=neutral, 2=disagree, 1=strongly disagree </li></ul></ul>

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