ArticleBMC medical education2014
Effectiveness of evidence-based medicine training for undergraduate students at a Chinese Military Medical University: a self-controlled trial.
Article in BMC medical education, 2014. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 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
8 citing papers in PubMed, 2 syntheses or guidelines pooled it.
- Modern techniques of teaching and learning in medical education: a descriptive literature review.MedEdPublish (2016) · 2021Pooled it
- Theory-based strategies for teaching evidence-based practice to undergraduate health students: a systematic review.BMC medical education · 2019Pooled it
- Relationship between research self-efficacy and evidence-based practice in the medical students.Journal of education and health promotion · 2022Article
- Teaching complementary and alternative medicine in undergraduate medical education: a scoping review.International journal of medical education · 2021Article
- Self-perception of competences in clinical practice among recently graduated physicians from Lima, Peru.Heliyon · 2020Article
- Efficacy of evidence-based medicine training for primary healthcare professionals: a non-randomized controlled trial.BMC medical education · 2018Article
- Evidence-based medicine in pre-clinical years: a study of early introduction and usefulness.Journal of advances in medical education & professionalism · 2017Article
- Research Designs and Statistical Methods Trends in the Annals of Rehabilitation Medicine.Annals of rehabilitation medicine · 2017Article
Corrections and comments
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Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundTo evaluate the effect of the integration of evidence-based medicine (EBM) into medical curriculum by measuring undergraduate medical students' EBM knowledge, attitudes, personal application, and anticipated future use.
methodsA self-controlled trial was conducted with 251 undergraduate students at a Chinese Military Medical University, using a validated questionnaire regarding the students' evidence-based practice (EBP) about knowledge (EBP-K), attitude (EBP-A), personal application (EBP-P), and future anticipated use (EBP-F). The educational intervention was a 20-hour EBM course formally included in the university's medical curriculum, combining lectures with small group discussion and student-teacher exchange sessions. Data were analyzed using paired t-tests to test the significance of the difference between a before and after comparison.
resultsThe difference between the pre- and post-training scores were statistically significant for EBP-K, EBP-A, EBP-P, and EBP-F. The scores for EBP-P showed the most pronounced percentage change after EBM training (48.97 ± 8.6%), followed by EBP-A (20.83 ± 2.1%), EBP-K (19.21 ± 3.2%), and EBP-F (17.82 ± 5.7%). Stratified analyses by gender, and program subtypes did not result in any significant changes to the results.
conclusionsThe integration of EBM into the medical curriculum improved undergraduate medical students' EBM knowledge, attitudes, personal application, and anticipated future use. A well-designed EBM training course and objective outcome measurements are necessary to ensure the optimum learning opportunity for students.
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Registered trials
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