Lifelong Learning, Education & Assessment Research Network (LEARN), University Medical Centre Groningen, Groningen, The Netherlands.
Women and Children's Centre, Isala Hospital, Zwolle, The Netherlands.
Perspect Med Educ. 2021 Mar;10(2):118-124. doi: 10.1007/s40037-020-00634-9. Epub 2020 Nov 26.
Although evidence-based medicine (EBM) teaching activities may improve short-term EBM knowledge and skills, they have little long-term impact on learners' EBM attitudes and behaviour. This study examined the effects of learning EBM through stand-alone workshops or various forms of deliberate EBM practice.
We assessed EBM attitudes and behaviour with the evidence based practice inventory questionnaire, in paediatric health care professionals who had only participated in a stand-alone EBM workshop (controls), participants with a completed PhD in clinical research (PhDs), those who had completed part of their paediatric residency at a department (Isala Hospital) which systematically implemented EBM in its clinical and teaching activities (former Isala residents), and a reference group of paediatric professionals currently employed at Isala's paediatric department (current Isala participants).
Compared to controls (n = 16), current Isala participants (n = 13) reported more positive EBM attitudes (p < 0.01), gave more priority to using EBM in decision making (p = 0.001) and reported more EBM behaviour (p = 0.007). PhDs (n = 20) gave more priority to using EBM in medical decision making (p < 0.001) and reported more EBM behaviour than controls (p = 0.016).
Health care professionals exposed to deliberate practice of EBM, either in the daily routines of their department or by completing a PhD in clinical research, view EBM as more useful and are more likely to use it in decision making than their peers who only followed a standard EBM workshop. These findings support the use of deliberate practice as the basis for postgraduate EBM educational activities.
尽管循证医学（EBM）教学活动可能会提高短期 EBM 知识和技能，但它们对学习者的 EBM 态度和行为几乎没有长期影响。本研究通过独立的研讨会或各种形式的刻意 EBM 实践来检验学习 EBM 的效果。
我们使用循证实践清单问卷评估了儿童保健专业人员的 EBM 态度和行为，这些专业人员仅参加了一个独立的 EBM 研讨会（对照组），完成了临床研究博士学位的参与者（博士生），在一个系统地将 EBM 应用于其临床和教学活动的部门（伊斯拉医院）完成部分儿科住院医师培训的参与者（前伊斯拉住院医师），以及目前在伊斯拉儿科部门工作的儿科专业人员的参考组（当前伊斯拉参与者）。
与对照组（n=16）相比，当前伊斯拉参与者（n=13）报告的 EBM 态度更为积极（p<0.01），在决策中更优先考虑使用 EBM（p=0.001），并报告了更多的 EBM 行为（p=0.007）。博士生（n=20）在医学决策中更优先考虑使用 EBM（p<0.001），并报告了比对照组更多的 EBM 行为（p=0.016）。
接触到 EBM 刻意实践的医疗保健专业人员，无论是在其部门的日常工作中，还是通过完成临床研究博士学位，都认为 EBM 更有用，并且在决策中更有可能使用它，而不是他们仅参加标准 EBM 研讨会的同行。这些发现支持将刻意实践作为研究生 EBM 教育活动的基础。
