1449Rapid Evidence for Practice modules: using team-based learning to teach evidence-based medicine. (2nd September 2021)

• Record Type: Journal Article
• Authors: Ackermann, Deonna; Blyth, Fiona; Burgess, Annette; Reid, Sharon
• Is Part Of: International journal of epidemiology. Volume 50(2021)Supplement 1
• Publication Date: 2021-09-02
• Subjects: Epidemiology -- Periodicals; 614.4
• DOI: 10.1093/ije/dyab168.008
• Languages: English
• ISSNs: 0300-5771

Abstract

Abstract: Background: Evidence-based medicine (EBM) teaching in medical education programs introduces key clinical epidemiology concepts to the future medical workforce. Team-based learning (TBL) is a student-centred learning strategy increasingly used in medical education. We adapted the TBL framework into Rapid Evidence for Practice (REP) modules which will provide students with EBM knowledge and skills and prepare them to apply evidence within short timeframes, simulating real world clinical contexts. Methods: Year 2 graduate medical students completed a REP module on randomised controlled trials (RCTs) comprising: online informational content, an individual readiness quiz; a forum featuring a critical appraisal demonstration, and a team-based rapid appraisal and application of a published RCT to a clinical scenario. Student feedback was collected by questionnaire, using closed and open-ended items. Data will be analysed using descriptive statistics and thematic analysis. Results: In total, 54/259 (20%) of participants completed a questionnaire regarding the REP module. Summary quantitative results found 91% of students agreed that REP helped them develop a way to use evidence to approach clinical questions and 81% agreed they were satisfied with this method of teaching. Complete quantitative and qualitative analysis results will be presented at the congress. Conclusions: Our adaption of the TBL framework into a REP module addressing RCTs was highly rated by medical students. Further evaluation of REP for other study types is planned. Key messages: REP appears to be an acceptable method of delivering EBM teaching to graduate medical students.