摘要

Background: Evidence-based medicine (EBM) has been identified as a core competency that helps physicians improve healthcare quality. Acquiring evidence-based information is a crucial step in EBM implementation. The present study determined the influence of EBM instruction on evidence-based online database access of medical students. Methods: A structured questionnaire survey was administered to third-year undergraduate medical students enrolled in an 18-week elective course in EBM at Taipei Medical University prior to course commencement and after course completion. The means of the pre- and post-course responses were compared using paired-sample t-test. Results: After course completion, the students were more likely to access four evidence-based retrieval databases. Specifically, medical students more often accessed the Cochrane Library (p < 0.001), MD Consult/Clinical Key (p < 0.001), MEDLINE/PubMed (p < 0.001), and UpToDate (p < 0.001). By contrast, the use of Web portals did not increase (p = 0.380). Common motivations for accessing online databases were self-learning and for completing coursework. Conclusions: The EBM course was helpful in increasing the use of online evidence-based databases for medical students. This study has important implications for the delivery of EBM instruction.
原文英語
頁(從 - 到)176-185
頁數10
期刊醫學教育
20
發行號3
DOIs
出版狀態已發佈 - 2016

指紋

Evidence-Based Medicine
Medical Students
Databases
Quality of Health Care
PubMed
MEDLINE
Libraries
Surveys and Questionnaires
Motivation
Learning
Students
Physicians

Keywords

  • evidence-based medicine
  • internet
  • online database
  • curriculum

引用此文

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title = "Preference of Online Database Access for Medical Students: A Before-and-After Survey of Evidence-Based Medicine Course",
abstract = "Background: Evidence-based medicine (EBM) has been identified as a core competency that helps physicians improve healthcare quality. Acquiring evidence-based information is a crucial step in EBM implementation. The present study determined the influence of EBM instruction on evidence-based online database access of medical students. Methods: A structured questionnaire survey was administered to third-year undergraduate medical students enrolled in an 18-week elective course in EBM at Taipei Medical University prior to course commencement and after course completion. The means of the pre- and post-course responses were compared using paired-sample t-test. Results: After course completion, the students were more likely to access four evidence-based retrieval databases. Specifically, medical students more often accessed the Cochrane Library (p < 0.001), MD Consult/Clinical Key (p < 0.001), MEDLINE/PubMed (p < 0.001), and UpToDate (p < 0.001). By contrast, the use of Web portals did not increase (p = 0.380). Common motivations for accessing online databases were self-learning and for completing coursework. Conclusions: The EBM course was helpful in increasing the use of online evidence-based databases for medical students. This study has important implications for the delivery of EBM instruction.",
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author = "Yi-Hao Weng and Chieh-Feng Chen and Ka-Wai Tam and Chun-Yuh Yang and Ya-Wen Chiu",
year = "2016",
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language = "English",
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pages = "176--185",
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publisher = "台灣醫學教育學會",
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AU - Yang, Chun-Yuh

AU - Chiu, Ya-Wen

PY - 2016

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N2 - Background: Evidence-based medicine (EBM) has been identified as a core competency that helps physicians improve healthcare quality. Acquiring evidence-based information is a crucial step in EBM implementation. The present study determined the influence of EBM instruction on evidence-based online database access of medical students. Methods: A structured questionnaire survey was administered to third-year undergraduate medical students enrolled in an 18-week elective course in EBM at Taipei Medical University prior to course commencement and after course completion. The means of the pre- and post-course responses were compared using paired-sample t-test. Results: After course completion, the students were more likely to access four evidence-based retrieval databases. Specifically, medical students more often accessed the Cochrane Library (p < 0.001), MD Consult/Clinical Key (p < 0.001), MEDLINE/PubMed (p < 0.001), and UpToDate (p < 0.001). By contrast, the use of Web portals did not increase (p = 0.380). Common motivations for accessing online databases were self-learning and for completing coursework. Conclusions: The EBM course was helpful in increasing the use of online evidence-based databases for medical students. This study has important implications for the delivery of EBM instruction.

AB - Background: Evidence-based medicine (EBM) has been identified as a core competency that helps physicians improve healthcare quality. Acquiring evidence-based information is a crucial step in EBM implementation. The present study determined the influence of EBM instruction on evidence-based online database access of medical students. Methods: A structured questionnaire survey was administered to third-year undergraduate medical students enrolled in an 18-week elective course in EBM at Taipei Medical University prior to course commencement and after course completion. The means of the pre- and post-course responses were compared using paired-sample t-test. Results: After course completion, the students were more likely to access four evidence-based retrieval databases. Specifically, medical students more often accessed the Cochrane Library (p < 0.001), MD Consult/Clinical Key (p < 0.001), MEDLINE/PubMed (p < 0.001), and UpToDate (p < 0.001). By contrast, the use of Web portals did not increase (p = 0.380). Common motivations for accessing online databases were self-learning and for completing coursework. Conclusions: The EBM course was helpful in increasing the use of online evidence-based databases for medical students. This study has important implications for the delivery of EBM instruction.

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