Adopting a blended learning approach to teaching evidence based medicine: A mixed methods study
dc.contributor.author | Ilic, D. | |
dc.contributor.author | Hart, William | |
dc.contributor.author | Fiddes, P. | |
dc.contributor.author | Misso, M. | |
dc.contributor.author | Villanueva, E. | |
dc.date.accessioned | 2017-01-30T14:03:49Z | |
dc.date.available | 2017-01-30T14:03:49Z | |
dc.date.created | 2015-10-29T04:08:37Z | |
dc.date.issued | 2013 | |
dc.identifier.citation | Ilic, D. and Hart, W. and Fiddes, P. and Misso, M. and Villanueva, E. 2013. Adopting a blended learning approach to teaching evidence based medicine: A mixed methods study. BMC Medical Education. 13 (1). | |
dc.identifier.uri | http://hdl.handle.net/20.500.11937/37516 | |
dc.identifier.doi | 10.1186/1472-6920-13-169 | |
dc.description.abstract |
Background: Evidence 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. Methods. A 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. Results: A 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. Conclusions: Implementing 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. © 2013 Ilic et al.; licensee BioMed Central Ltd. | |
dc.publisher | BioMed Central Ltd. | |
dc.title | Adopting a blended learning approach to teaching evidence based medicine: A mixed methods study | |
dc.type | Journal Article | |
dcterms.source.volume | 13 | |
dcterms.source.number | 1 | |
dcterms.source.title | BMC Medical Education | |
curtin.department | Curtin Medical School | |
curtin.accessStatus | Open access via publisher |