ArticleBMJ open2017
Does a one-day workshop improve clinical faculty's comfort and behaviour in practising and teaching evidence-based medicine? A Canadian mixed methods study.
Article in BMJ open, 2017. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers.
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Who cites it
8 citing papers in PubMed, 19 citations in OpenAlex.
- Defining the capabilities and competencies of high-performing family physicians: a mixed methods study.BMJ open · 2023Article
- A multi-faceted intervention to improve screening of erectile dysfunction for men with diabetes mellitus in public health clinics: A pilot study.Malaysian family physician : the official journal of the Academy of Family Physicians of Malaysia · 2022Article
- Long-term evaluation of a train-the-trainer workshop for pharmacy faculty using the RE-AIM framework.Research in social & administrative pharmacy : RSAP · 2021Article
- Engaging faculty in a workshop intervention on overcoming the influence of implicit bias.Journal of clinical and translational science · 2021Article
- Evaluation of One-Day Multiple-Choice Question Workshop for Anesthesiology Faculty Members.Anesthesiology and pain medicine · 2020Article
- Hospital characteristics preferred by medical students for their residency programs: A nationwide matching data analysis.Journal of general and family medicine · 2020Article
- Faculty perceptions of a tobacco cessation train-the-trainer workshop and experiences with implementation: A qualitative follow-up study.Research in social & administrative pharmacy : RSAP · 2019Article
- Use of humour in medical education: a survey of students and teachers at a medical school in China.BMJ open · 2017Article
Corrections and comments
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Authors and funding
6 authors at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
objectiveThe purpose of this study was to determine the impact of a 1-day evidence-based medicine (EBM) workshop on physician attitudes and behaviours around teaching and practicing EBM.
designA mixed methods study using a before/after cohort.
settingA medical school delivering continuing professional development to 1250 clinical faculty over a large geographic area in Canada.
participants105 physician clinical faculty members.
interventionA 1-day workshop presented at 11 different sites over an 18-month period focusing on EBM skills for teaching and clinical practice. OUTCOME MEASURES: (1) A quantitative survey administered immediately before and after the workshop, and 3-6 months later, to assess the hypothesis that comfort with teaching and practising EBM can be improved.(2) A qualitative survey of the expectations for, and impact of the workshop on, participant behaviours and attitudes using a combination of pre, post and 3 to 6-month follow-up questionnaires, and telephone interviews completed 10-14 months after the workshop.
resultsPhysician comfort with their EBM clinical skills improved on average by 0.93 points on a 5-point Likert scale, and comfort with EBM teaching skills by 0.97 points (p values 0.001). Most of this improvement was sustained 3-6 months later. Three to fourteen months after the workshop, half of responding participants reported that they were using the Population Intervention Comparator Outcome (PICO) methodology of question framing for teaching, clinical practice or both.
conclusionsComfort in teaching and practicing EBM can be improved by a 1-day workshop, with most of this improvement sustained 3-6 months later. PICO question framing can be learnt at a 1-day workshop, and is associated with a self-reported change in clinical and teaching practice 3-14 months later. This represents both level 2 (attitudes) and level 3 (behaviours) change using the Kirkpatrick model of evaluation.
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