Evidence map›Paper›PMID 34521409›Full record

ArticleBMC medical education2021

Online training in evidence-based medicine and research methods for GP registrars: a mixed-methods evaluation of engagement and impact.

Hania Rahimi-Ardabili, Catherine Spooner, Mark F Harris, Parker Magin, Chun Wah Michael Tam, Siaw-Teng Liaw, Nicholas Zwar

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in BMC medical education, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.

0numbers the graph read from it
0cells of the map it votes in
7citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from 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.

2 · The registry

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.

3 · Its place in the literature

Who cites it

7 citing papers in PubMed.

  1. Article
  2. Article
  3. Article
  4. Article
  5. Article
  6. Article
  7. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

7 authors.

Hania Rahimi-Ardabili *Centre for Primary Health Care and Equity, UNSW Sydney, Sydney, NSW, 2052, Australia.
Catherine Spooner *Centre for Primary Health Care and Equity, UNSW Sydney, Sydney, NSW, 2052, Australia. c.spooner@unsw.edu.au.
Mark F HarrisCentre for Primary Health Care and Equity, UNSW Sydney, Sydney, NSW, 2052, Australia.
Parker MaginResearch and Evaluation Unit, GP Synergy, Sydney, NSW, 2304, Australia.
Chun Wah Michael TamPrimary and Integrated Care Unit, South Western Sydney Local Health District, Liverpool, NSW, 2170, Australia.
Siaw-Teng LiawWHO Collaborating Centre (eHealth), School of Population Health, UNSW Sydney, Sydney, NSW, 2052, Australia.
Nicholas ZwarFaculty of Health Sciences and Medicine, Bond University, Gold Coast, 4229, Australia.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

backgroundEvidence-based medicine (EBM) is a core skillset for enhancing the quality and safety of patients' care. Online EBM education could improve clinicians' skills in EBM, particularly when it is conducted during vocational training. There are limited studies on the impact of online EBM training on clinical practice among general practitioner (GP) registrars (trainees in specialist general practice). We aimed to describe and evaluate the acceptability, utility, satisfaction and applicability of the GP registrars experience with the online course. The course was developed by content-matter experts with educational designers to encompass effective teaching methods (e.g. it was interactive and used multiple teaching methods).

methodsMixed-method data collection was conducted after individual registrars' completion of the course. The course comprised six modules that aimed to increase knowledge of research methods and application of EBM skills to everyday practice. GP registrars who completed the online course during 2016-2020 were invited to complete an online survey about their experience and satisfaction with the course. Those who completed the course within the six months prior to data collection were invited to participate in semi-structured phone interviews about their experience with the course and the impact of the course on clinical practice. A thematic analysis approach was used to analyse the data from qualitative interviews.

resultsThe data showed the registrars were generally positive towards the course and the concept of EBM. They stated that the course improved their confidence, knowledge, and skills and consequently impacted their practice. The students perceived the course increased their understanding of EBM with a Cohen's d of 1.6. Registrars identified factors that influenced the impact of the course. Of those, some were GP-related including their perception of EBM, and being comfortable with what they already learnt; some were work-place related such as time, the influence of supervisors, access to resources; and one was related to patient preferences.

conclusionsThis study showed that GP registrars who attended the online course reported that it improved their knowledge, confidence, skill and practice of EBM over the period of three months. The study highlights the supervisor's role on GP registrars' ability in translating the EBM skills learnt in to practice and suggests exploring the effect of EBM training for supervisors.

Indexed as

General PracticeEvidence-Based MedicineFamily PracticeHumansPhysicians, FamilySurveys and QuestionnairesClinical practiceEvidence-based medicineGPMixed methodsOnline education

Identifiers

PMID34521409
PMCPMC8439372

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

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.