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BMC Med Educ. 2017 May 4;17(1):82. doi: 10.1186/s12909-017-0924-1.

Multiple strategy peer-taught evidence-based medicine course in a poor resource setting.

Author information

1
Kasr Al-Ainy, Faculty of Medicine, Cairo University, Cairo, Egypt.
2
Faculty of Medicine, Damascus University, Fayez Mansour St. Al-Mezzeh, Damascus, Syria.
3
Faculty of Medicine, Damascus University, Fayez Mansour St. Al-Mezzeh, Damascus, Syria. tu.tarek@gmail.com.

Abstract

BACKGROUND:

Teaching Evidence Based Medicine (EBM) is becoming a priority in the healthcare process. For undergraduates, it has been proved that integrating multiple strategies in teaching EBM yields better results than a single, short-duration strategy. However, there is a lack of evidence on applying EBM educational interventions in developing countries. In this study, we aim to evaluate the effectiveness of a multiple strategy peer-taught online course in improving EBM awareness and skills among medical students in two developing countries, Syria and Egypt.

METHODS:

We conducted a prospective study with pre- and post- course assessment of 84 medical students in three universities, using the Berlin questionnaire and a set of self-reported questions which studied the students' EBM knowledge, attitude and competencies. The educational intervention was a peer-taught online course consisting of six sessions (90 min each) presented over six weeks, and integrated with assignments, group discussions, and two workshops.

RESULTS:

The mean score of pre- and post-course Berlin tests was 3.5 (95% CI: 2.94-4.06) and 5.5 (95% CI: 4.74-6.26) respectively, increasing by 2 marks (95% CI: 1.112-2.888; p-value <0.001), which indicates a statistically significant increase in students' EBM knowledge and skill, similar to a previous expert-taught face to face contact course. Self-reported confidences also increased significantly. However, our course did not have a major effect on students' attitudes toward EBM (1.9-10.8%; p-value: 0.12-0.99).

CONCLUSION:

In developing countries, multiple strategy peer-taught online courses may be an effective alternative to face to face expert-taught courses, especially in the short term.

KEYWORDS:

Egypt.; Evidence-based Health Care.; Evidence-based medicine; Middle East.; Online courses, Berlin Questionnaire.; Peer-taught, Medical Education.; Syria.; Undergraduate.

PMID:
28472986
PMCID:
PMC5418757
DOI:
10.1186/s12909-017-0924-1
[Indexed for MEDLINE]
Free PMC Article

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