Lévesque Mylene, Gauthier-Boudreau Janie, Gagnon Paul, Bertulies-Esposito Bastian, Hatcher Sharon, Gagnon Louis
Centre intégré universitaire de santé et de services sociaux du Saguenay-Lac-Saint-Jean, Québec, Canada.
Université du Québec à Chicoutimi, Québec, Canada.
Can Med Educ J. 2018 Mar 27;9(1):e51-e58. eCollection 2018 Mar.
Enhanced educational activities were developed by a regional medical campus (RMC) in order to incorporate evidence-based medicine (EBM) practice in the learning process of medical students. This study aimed to measure the effectiveness of these activities.
The experimental group was made up of third-year students from the RMC. The comparison group included students from the main campus of the medical school and another of its RMCs. The experimental group received additional training on EBM: one additional hour in class, plus skills development exercises throughout the semester. During the regular academic sessions, clinical questions requiring EBM literature searching skills were incorporated in the curriculum. Tests on knowledge and self-assessment of competencies were administered to all participants at the beginning and at the end of the semester. Data were analyzed using repeated measures analysis of variance and post hoc tests for within and between groups comparison.
The Friedman test demonstrated a statistically significant effect of the intervention on knowledge (p <0.0001). The score of the knowledge test was significantly higher for the experimental group, when compared with baseline testing and with the comparison group (p <0.0001). Repeated measures analysis of variance demonstrated a statistically significant effect of the intervention on the score of the self-assessment of competencies (p=0.032). The score for the self-assessment of competencies was significantly higher for the experimental group when compared to baseline score (p <0.0001), but not with respect to the comparison group.
Our study demonstrated the effectiveness of additional training and longitudinal integrated skills development leading to an increase in medical student knowledge and self-perception of competencies in EBM practice.
一个地区性医学院校区（RMC）开展了强化教育活动，以便将循证医学（EBM）实践纳入医学生的学习过程。本研究旨在衡量这些活动的效果。
实验组由RMC的三年级学生组成。对照组包括医学院主校区及其另一个RMC的学生。实验组接受了关于循证医学的额外培训：课堂上增加一小时，外加整个学期的技能发展练习。在常规学术课程中，将需要循证医学文献检索技能的临床问题纳入课程。在学期开始和结束时，对所有参与者进行知识测试和能力自我评估。使用重复测量方差分析以及组内和组间比较的事后检验对数据进行分析。
弗里德曼检验表明干预对知识有统计学上的显著影响（p<0.0001）。与基线测试和对照组相比，实验组的知识测试得分显著更高（p<0.0001）。重复测量方差分析表明干预对能力自我评估得分有统计学上的显著影响（p=0.032）。与基线得分相比，实验组的能力自我评估得分显著更高（p<0.0001），但与对照组相比则不然。
我们的研究证明了额外培训和纵向综合技能发展的有效性，这导致医学生在循证医学实践中的知识增加和对能力的自我认知提高。
