Trial reportBMC medical education2013
Adopting a blended learning approach to teaching evidence based medicine: a mixed methods study.
Trial report in BMC medical education, 2013. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 31 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
31 citing papers in PubMed, 2 syntheses or guidelines pooled it.
- Blended Learning Compared to Traditional Learning in Medical Education: Systematic Review and Meta-Analysis.Journal of medical Internet research · 2020Pooled it
- The Effectiveness of Blended Learning in Health Professions: Systematic Review and Meta-Analysis.Journal of medical Internet research · 2016Pooled it
- Flipped classroom-based blended learning in histology education: investigating the effectiveness of applying a new approach to improve medical students' learning.BMC medical education · 2025Trial
- A Cost-Effectiveness Analysis of Blended Versus Face-to-Face Delivery of Evidence-Based Medicine to Medical Students.Journal of medical Internet research · 2015Trial
- A randomised controlled trial of a blended learning education intervention for teaching evidence-based medicine.BMC medical education · 2015Trial
- Implementation of a blended learning approach to teaching evidence based practice: a protocol for a mixed methods study.BMC medical education · 2013Trial
- Why evidence struggles to shape musculoskeletal health care and surgical practice in Australia: insights from an Australian clinician survey.BMC health services research · 2026Article
- Preferences of community health workers for vaccine communication training programs in harbin, china: a discrete choice experiment.BMC medical education · 2025Article
- Influence of research evidence on the use of cardiovascular clinical prediction rules in primary care: an exploratory qualitative interview study.BMC primary care · 2023Article
- Development and Piloting of a Web-Based Tool to Teach Relative and Absolute Risk Reductions.International journal of environmental research and public health · 2022Article
- The use of a technology-assisted and teacher-supervised online discussion platform to promote academic progress in blended embryology courses.BMC medical education · 2022Article
- Assessing the compliance of educational curricula of selected disciplines with the content standards of cancer-related palliative care.Journal of education and health promotion · 2021Article
- Factors affecting the acceptance of blended learning in medical education: application of UTAUT2 model.BMC medical education · 2020Article
- Flipped classroom versus traditional lecture in training undergraduates in pediatric epilepsy.Journal of family medicine and primary care · 2020Article
- Effectiveness of an Evidence-Based Practice Educational Intervention among School Nurses.International journal of environmental research and public health · 2020Article
- Evidence-Based Medicine Curriculum Improves Pediatric Emergency Fellows' Scores on In-Training Examinations.Pediatric emergency care · 2020Article
- Changes in physiotherapists' perceptions of evidence-based practice after a year in the workforce: A mixed-methods study.PloS one · 2020Article
- Evidence-based practice education for healthcare professions: an expert view.BMJ evidence-based medicine · 2019Article
- The effects of the flipped classroom in teaching evidence based nursing: A quasi-experimental study.PloS one · 2019Article
- Piloting a blended-learning concept for integrating evidence-based medicine into the general practice clerkship.GMS journal for medical education · 2019Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundEvidence Based Medicine (EBM) is a core unit delivered across many medical schools. Few studies have investigated the most effective method of teaching a course in EBM to medical students. The objective of this study was to identify whether a blended-learning approach to teaching EBM is more effective a didactic-based approach at increasing medical student competency in EBM.
methodsA mixed-methods study was conducted consisting of a controlled trial and focus groups with second year graduate medical students. Students received the EBM course delivered using either a didactic approach (DID) to learning EBM or a blended-learning approach (BL). Student competency in EBM was assessed using the Berlin tool and a criterion-based assessment task, with student perceptions on the interventions assessed qualitatively.
resultsA total of 61 students (85.9%) participated in the study. Competency in EBM did not differ between the groups when assessed using the Berlin tool (p = 0.29). Students using the BL approach performed significantly better in one of the criterion-based assessment tasks (p = 0.01) and reported significantly higher self-perceived competence in critical appraisal skills. Qualitative analysis identified that students had a preference for the EBM course to be delivered using the BL approach.
conclusionsImplementing a blended-learning approach to EBM teaching promotes greater student appreciation of EBM principles within the clinical setting. Integrating a variety of teaching modalities and approaches can increase student self-confidence and assist in bridging the gap between the theory and practice of EBM.
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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.