Please use this identifier to cite or link to this item: https://hdl.handle.net/2440/86928
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Type: Journal article
Title: Teaching trainers to incorporate evidence-based medicine (EBM) teaching in clinical practice: the EU-EBM project
Author: Thangaratinam, S.
Barnfield, G.
Weinbrenner, S.
Meyerrose, B.
Arvanitis, T.
Horvath, A.
Zanrei, G.
Kunz, R.
Suter, K.
Walczak, J.
Kaleta, A.
Rengerink, O.
Gee, H.
Mol, B.
Khan, K.
Citation: BMC Medical Education, 2009; 9(1):59-1-59-8
Publisher: BioMed Central
Issue Date: 2009
ISSN: 1472-6920
1472-6920
Statement of
Responsibility: 
Shakila Thangaratinam, Gemma Barnfield, Susanne Weinbrenner, Berit Meyerrose, Theodoros N Arvanitis, Andrea R Horvath, Gianni Zanrei, Regina Kunz, Katja Suter, Jacek Walczak, Anna Kaleta, Oude Katrien Rengerink, Harry Gee, Ben WJ Mol, Khalid S Khan
Abstract: BACKGROUND Evidence based medicine (EBM) is considered an integral part of medical training, but integration of teaching various EBM steps in everyday clinical practice is uncommon. Currently EBM is predominantly taught through theoretical courses, workshops and e-learning. However, clinical teachers lack confidence in teaching EBM in workplace and are often unsure of the existing opportunities for teaching EBM in the clinical setting. There is a need for continuing professional development (CPD) courses that train clinical trainers to teach EBM through on-the-job training by demonstration of applied EBM real time in clinical practice. We developed such a course to encourage clinically relevant teaching of EBM in post-graduate education in various clinical environments. METHODS We devised an e-learning course targeting trainers with EBM knowledge to impart educational methods needed to teach application of EBM teaching in commonly used clinical settings. The curriculum development group comprised experienced EBM teachers, clinical epidemiologists, clinicians and educationalists from institutions in seven European countries. The e-learning sessions were designed to allow participants (teachers) to undertake the course in the workplace during short breaks within clinical activities. An independent European steering committee provided input into the process. RESULTS The curriculum defined specific learning objectives for teaching EBM by exploiting educational opportunities in six different clinical settings. The e-modules incorporated video clips that demonstrate practical and effective methods of EBM teaching in everyday clinical practice. The course encouraged focussed teaching activities embedded within a trainer's personal learning plan and documentation in a CPD portfolio for reflection. CONCLUSION This curriculum will help senior clinicians to identify and make the best use of available opportunities in everyday practice in clinical situations to teach various steps of EBM and demonstrate their applicability to clinical practice. Once fully implemented, the ultimate outcome of this pilot project will be a European qualification in teaching EBM, which will be used by doctors, hospitals, professional bodies responsible for postgraduate qualifications and continuing medical education.
Keywords: Humans
Program Evaluation
Evidence-Based Medicine
Models, Educational
Curriculum
Educational Measurement
Professional Competence
Faculty, Medical
Teaching
Internet
Adult
Middle Aged
Program Development
Europe
Female
Male
Practice Patterns, Physicians'
United Kingdom
Rights: © 2009 Thangaratinam et al; licensee BioMed Central Ltd. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
DOI: 10.1186/1472-6920-9-59
Appears in Collections:Aurora harvest 2
Obstetrics and Gynaecology publications

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