Adopting a blended learning approach to teaching evidence based medicine: A mixed methods study
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...
| Main Authors: | , , , , |
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| Format: | Journal Article |
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BioMed Central Ltd.
2013
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| Online Access: | http://hdl.handle.net/20.500.11937/37516 |
| _version_ | 1848755070404919296 |
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| author | Ilic, D. Hart, William Fiddes, P. Misso, M. Villanueva, E. |
| author_facet | Ilic, D. Hart, William Fiddes, P. Misso, M. Villanueva, E. |
| author_sort | Ilic, D. |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | 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. |
| first_indexed | 2025-11-14T08:50:27Z |
| format | Journal Article |
| id | curtin-20.500.11937-37516 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T08:50:27Z |
| publishDate | 2013 |
| publisher | BioMed Central Ltd. |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-375162017-09-13T13:42:27Z Adopting a blended learning approach to teaching evidence based medicine: A mixed methods study Ilic, D. Hart, William Fiddes, P. Misso, M. Villanueva, E. 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. 2013 Journal Article http://hdl.handle.net/20.500.11937/37516 10.1186/1472-6920-13-169 BioMed Central Ltd. unknown |
| spellingShingle | Ilic, D. Hart, William Fiddes, P. Misso, M. Villanueva, E. Adopting a blended learning approach to teaching evidence based medicine: A mixed methods study |
| title | Adopting a blended learning approach to teaching evidence based medicine: A mixed methods study |
| title_full | Adopting a blended learning approach to teaching evidence based medicine: A mixed methods study |
| title_fullStr | Adopting a blended learning approach to teaching evidence based medicine: A mixed methods study |
| title_full_unstemmed | Adopting a blended learning approach to teaching evidence based medicine: A mixed methods study |
| title_short | Adopting a blended learning approach to teaching evidence based medicine: A mixed methods study |
| title_sort | adopting a blended learning approach to teaching evidence based medicine: a mixed methods study |
| url | http://hdl.handle.net/20.500.11937/37516 |