Trial reportBMC medical education2013
Implementation of a blended learning approach to teaching evidence based practice: a protocol for 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 8 papers.
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
8 citing papers in PubMed.
- A randomised controlled trial of a blended learning education intervention for teaching evidence-based medicine.BMC medical education · 2015Trial
- The use of a technology-assisted and teacher-supervised online discussion platform to promote academic progress in blended embryology courses.BMC medical education · 2022Article
- Evidence-based medicine in pre-clinical years: a study of early introduction and usefulness.Journal of advances in medical education & professionalism · 2017Article
- Development and appraisal of a hand hygiene teaching approach for medical students: a qualitative study.Journal of infection prevention · 2016Article
- Article
- Exploring the approaches used to teach concepts of hand hygiene to Australian medical students.Journal of infection prevention · 2015Article
- Teaching differential diagnosis in primary care using an inverted classroom approach: student satisfaction and gain in skills and knowledge.BMC medical education · 2015Article
- Development and validation of the ACE tool: assessing medical trainees' competency in evidence based medicine.BMC medical education · 2014Article
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 practice (EBP) requires that health professionals are competent in integrating the best evidence in their decision making. Being 'evidence-based' requires skills and knowledge in epidemiology, biostatistics and information literacy. EBP is commonly taught in medical and health sciences degrees, yet there is little evidence to guide educators as to the best teaching modality to increase learner competency in EBP. METHODS/
designThis study is mixed methods in design. A randomised controlled trial will examine the effectiveness of blended learning versus didactic approach of teaching EBP to medical students. The primary outcome of the RCT is EBP competency as assessed by the Berlin tool. Focus groups will be conducted to explore student perceptions and attitudes towards implementing a blended learning approach in teaching EBP. A concurrent triangulation design will be implemented, permitting quantitative data to inform the effectiveness of the intervention and qualitative data to contextualise the results. DISCUSSION: This study will provide novel evidence on the effectiveness of blended learning in teaching EBP to a cohort of undergraduate and graduate-entry medical students.
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.