Anderson Belinda J, Dudla Saikaew, Marantz Paul R, Kligler Benjamin E, Leininger Brent D, Evans Roni
Pace University, College of Health Professions, 163 Williams St, New York, NY, 10038, USA.
Pacific College of Health and Science, 110 William St, New York, NY, 10038, USA.
BMC Med Educ. 2021 May 4;21(1):256. doi: 10.1186/s12909-021-02690-z.
Between 2013 and 2018 Pacific College of Health and Science (formerly Pacific College of Oriental Medicine) trained faculty and developed curriculum in evidence informed practice (EIP), with support from a grant from the National Institutes of Health (NIH). A three-credit (45 h) Foundations of EIP course, and online EIP learning modules (developed as part of a previous NIH R25 award), were used for faculty and student training. In addition, EIP was incorporated into 73% of the East Asian medicine degree program. Clinical integration of EIP in the College clinic was enhanced by improving access to reference sources, including additional EIP-related questions to the patient intake forms, requiring the use of a patient-centered outcome instrument, and assessing students' clinical EIP competencies.
Master's degree students' self-reported EIP skills, knowledge, attitudes and behaviors were assessed before and after taking the Foundations of EIP course using a 17-question paper-based survey with an additional open-ended comments section. The survey was administered in 29 courses across all three Pacific College campuses. Clinical faculty self-reported EIP instruction, focusing on the EIP content and instructional approaches that were utilized, was evaluated on the New York City campus using a paper-based survey before and after changes were made to enhance the clinical integration of EIP.
A total of 1181 completed EIP-course surveys consisting of 657 pre-EIP course surveys and 524 post-EIP course surveys were analyzed. There was a statistically significant improvement in students' EIP skills, knowledge and behaviors after completing the EIP course. Students' perception of the importance of EIP was high before and after the EIP course. Little change in Faculty's EIP-related clinical instruction was evident following the EIP-related changes that were made to the Clinic.
Our study suggests that the three-credit (45 h) EIP course was effective at improving the EIP skills, knowledge and behaviors of this group of East Asian medicine students who were undertaking a master's degree that qualified them for licensure in acupuncture in the US. These students also demonstrated a high level of recognition for the importance of research and EIP both before and after the course. Training faculty clinical supervisors and providing greater access to evidence sources in the College clinic did not appear to increase EIP instructional activity.
2013年至2018年期间，在国立卫生研究院（NIH）的资助下，太平洋健康与科学学院（原太平洋东方医学院）对教师进行了循证实践（EIP）培训并开发了相关课程。一门三学分（45小时）的EIP基础课程以及在线EIP学习模块（作为之前NIH R25奖项的一部分开发）被用于教师和学生培训。此外，EIP被纳入了73%的东亚医学学位课程。通过改善参考资料的获取途径，包括在患者 intake 表格中增加与EIP相关的问题、要求使用以患者为中心的结局工具以及评估学生的临床EIP能力，EIP在学院诊所的临床整合得到了加强。
使用一份包含17个问题的纸质调查问卷以及一个额外的开放式评论部分，对硕士学位学生在参加EIP基础课程前后的自我报告的EIP技能、知识、态度和行为进行评估。该调查在太平洋学院所有三个校区的29门课程中进行。在纽约市校区，通过一份纸质调查问卷对临床教师自我报告的EIP教学情况进行评估，重点关注所采用的EIP内容和教学方法，评估在为加强EIP的临床整合而做出改变之前和之后进行。
共分析了1181份完成的EIP课程调查问卷，其中包括657份EIP课程前调查问卷和524份EIP课程后调查问卷。学生在完成EIP课程后，其EIP技能、知识和行为有统计学意义上的显著提高。学生在EIP课程前后对EIP重要性的认知都很高。在对诊所进行与EIP相关的改变后，教师与EIP相关的临床教学几乎没有明显变化。
我们的研究表明，这门三学分（45小时）的EIP课程有效地提高了这群攻读硕士学位且有资格在美国获得针灸执照的东亚医学学生的EIP技能、知识和行为。这些学生在课程前后也都高度认可研究和EIP的重要性。培训教师临床督导员以及在学院诊所提供更多获取证据来源的途径，似乎并没有增加EIP教学活动。
