SynthesisBMC medical education2010
How are "teaching the teachers" courses in evidence based medicine evaluated? A systematic review.
Synthesis in BMC medical education, 2010. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 9 papers, 2 of them syntheses that pooled it.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
9 citing papers in PubMed, 2 syntheses or guidelines pooled it.
- The impact of train-the-trainer programs on the continued professional development of nurses: a systematic review.BMC medical education · 2024Pooled it
- Effectiveness of training in evidence-based medicine skills for healthcare professionals: a systematic review.BMC medical education · 2016Pooled it
- Evidence-based practice education for healthcare professions: an expert view.BMJ evidence-based medicine · 2019Article
- Article
- Assessing the Effectiveness of an Evidence-based Practice Pharmacology Course Using the Fresno Test.American journal of pharmaceutical education · 2016Article
- The design, fate and impact of a hospital-wide training program in evidence-based medicine for physicians - an observational study.BMC medical education · 2016Observational
- Article
- Evidence-based medicine at the intersection of research interests between academic health sciences librarians and medical educators: a review of the literature.Journal of the Medical Library Association : JMLA · 2012Review
- Efficiency and effectiveness of concise evidence-based medicine training program at a tertiary healthcare institute - Exploring the impact on research output of faculty.Perspectives in clinical researchArticle
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
19 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundTeaching of evidence-based medicine (EBM) has become widespread in medical education. Teaching the teachers (TTT) courses address the increased teaching demand and the need to improve effectiveness of EBM teaching. We conducted a systematic review of assessment tools for EBM TTT courses. To summarise and appraise existing assessment methods for teaching the teachers courses in EBM by a systematic review.
methodsWe searched PubMed, BioMed, EmBase, Cochrane and Eric databases without language restrictions and included articles that assessed its participants. Study selection and data extraction were conducted independently by two reviewers.
resultsOf 1230 potentially relevant studies, five papers met the selection criteria. There were no specific assessment tools for evaluating effectiveness of EBM TTT courses. Some of the material available might be useful in initiating the development of such an assessment tool.
conclusionThere is a need for the development of educationally sound assessment tools for teaching the teachers courses in EBM, without which it would be impossible to ascertain if such courses have the desired effect.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.