A locally created EBM course for faculty development

International EBM workshops have significant barriers and lack focus on institutional needs. The authors describe a local EBM curriculum and report its effectiveness and participant satisfaction. Local EBM experts devised an EBM course designed to improve faculty understanding of EBM skills and conc...

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Bibliographic Details
Published in:Medical teacher 2004-02, Vol.26 (1), p.74-78
Main Authors: Crites, Gerald E., Chrisagis, Ximena, Patel, Vipul, Little, David, Drehmer, Timothy
Format: Article
Language:English
Subjects:
Academic staff
Curricula
Curriculum
Curriculum development
Education, Medical, Continuing - organization & administration
Educational Development
Effectiveness
Evidence based medicine
Faculty Development
Faculty, Medical
Humans
Medical schools
Participant Satisfaction
Professional development
Scheduling
School faculty
Seminars
United States
USA
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Summary:International EBM workshops have significant barriers and lack focus on institutional needs. The authors describe a local EBM curriculum and report its effectiveness and participant satisfaction. Local EBM experts devised an EBM course designed to improve faculty understanding of EBM skills and concepts. Retention of EBM concepts was assessed with a 10-item EBM knowledge test administered before and after the course. Participants were also asked to self-assess five EBM skills immediately after and nine months after the course. They also filled out a satisfaction survey. In total, 61% of the participants completed the course. The EBM knowledge test showed a significant change in scores for EBM concepts. The participants' self-assessed EBM skills remained high at nine months. Participants rated most course variables highly. It is concluded that a locally developed EBM faculty curriculum can succeed if scholars define institutional needs, receive broad institutional support, use proven educational methodologies and avoid scheduling conflicts.
ISSN:0142-159X
1466-187X
DOI:10.1080/0142159032000150467