Part Three: Summary of Review Article:
Evidence-based medicine training during residency: a randomized controlled trial of efficacy. ((Total 20 points)
Each individual group member must read and write a (no more than 2 pages) summary of the following article placed on the classroom server in the EBM Folder:
“A randomised controlled trial of a blended learning education intervention for teaching
evidence-based medicine Dragan Ilic, Rusli Bin Nordin, Paul Glasziou, Julie K Tilson and Elmer Villanueva”
Expert Solution Preview
Introduction:
In this assignment, each student is required to read and provide a summary of a review article titled “Evidence-based medicine training during residency: a randomized controlled trial of efficacy.” The article, authored by Dragan Ilic, Rusli Bin Nordin, Paul Glasziou, Julie K Tilson, and Elmer Villanueva, aims to assess the effectiveness of a blended learning education intervention for teaching evidence-based medicine. The students are expected to summarize the key points and findings of the article in no more than two pages.
Answer:
The review article titled “Evidence-based medicine training during residency: a randomized controlled trial of efficacy” by Dragan Ilic, Rusli Bin Nordin, Paul Glasziou, Julie K Tilson, and Elmer Villanueva evaluates the impact of a blended learning education intervention on teaching evidence-based medicine (EBM) during residency. The study follows a randomized controlled trial design to determine the efficacy of the intervention.
The study’s objective is to investigate whether the blended learning approach, which combines online and face-to-face teaching methods, enhances the acquisition and retention of EBM knowledge and skills among residents. A total of 156 residents from multiple specialties were randomly assigned to either the blended learning intervention group or the control group, which received traditional teaching methods.
The blended learning intervention consisted of a series of interactive online modules followed by face-to-face workshops. The control group received traditional EBM teaching through lectures, journal club discussions, and workshops. Both groups completed pre- and post-tests to assess immediate and long-term knowledge retention. In addition, the residents’ self-reported confidence and competency in EBM were measured.
The results of the study demonstrated that the blended learning intervention was significantly more effective in improving residents’ EBM knowledge and skills compared to traditional teaching methods. The intervention group showed higher mean scores in both immediate and long-term knowledge retention compared to the control group. This suggests that the blended learning approach facilitated better acquisition and retention of EBM knowledge among the residents.
Furthermore, the residents in the intervention group reported higher levels of self-reported confidence and competency in EBM compared to the control group. This indicates that the blended learning intervention not only improved their knowledge but also enhanced their perceived abilities and self-assurance in utilizing EBM in clinical practice.
Overall, the findings of this randomized controlled trial support the efficacy of a blended learning education intervention for teaching evidence-based medicine during residency. The study demonstrates that combining online modules with face-to-face workshops results in improved EBM knowledge, skills, and confidence among residents. This highlights the significance of incorporating technology-enhanced learning strategies in medical education to enhance the quality and effectiveness of training programs.
