Department of Pediatrics, Kaohsiung Chang Gung Memorial Hospital, Chang Gung University College of Medicine, Kaohsiung, Taiwan.
Chang Gung Medical Education Research Centre, CGMERC, No. 5, Fusing St., Gueishan Township, Taoyuan City, Taiwan.
BMC Med Educ. 2021 Oct 29;21(1):547. doi: 10.1186/s12909-021-02984-2.
Teaching evidence-based medicine (EBM) is not an easy task. The role of the electronic book (e-book) is a useful supplement to traditional methods for improving skills. Our aim is to use an interactive e-book or PowerPoint to evaluate instructors' teaching effects on EBM.
Our study group was introduced to learning EBM using an interactive e-book available on the Internet, while the control group used a PowerPoint presentation. We adopted the Modified Fresno test to assess EBM skills both before and after their learning. EBM teaching sessions via e-book or PowerPoint were 20-30 min long, followed by students' feedback. We adopted Student's t-test to compare teachers' evaluation of their EBM skills prior to the class and the students' assessment of the teachers' instruction. We also adopted repeated measures ANCOVA to compare teachers' evaluation of their EBM skills using the Fresno test both before and after the class.
We observed no difference regarding EBM skills between the two groups prior to their experimental learning, which was assessed by the Modified Fresno test. After learning, physicians in the study group ranked higher in choosing a case to explain which kind of research design was used for the study type of the question and explaining their choice (P = 0.024) as assessed by the post-test to pre-test Fresno test. Teaching effect was better in the e-book group than in the control group for the items, "I am satisfied with this lesson," "The teaching was of high quality," "This was a good teaching method," and "It aroused my interest in EBM." However, no differences were observed between the two groups in physicians who had more than 10 years' experience.
The use of interactive e-books in clinical teaching can enhance a teacher's EBM skills, though not in more senior physicians. This may suggest that teaching methodology and activities differ for teachers' varying years of experience.
教授循证医学（EBM）并非易事。电子书（e-book）的作用是一种有用的传统方法的补充，可用于提高技能。我们的目的是使用互动电子书或 PowerPoint 来评估讲师在 EBM 教学方面的效果。
我们的学习小组通过互联网上提供的互动电子书来学习 EBM，而对照组则使用 PowerPoint 演示文稿。我们采用改良的 Fresno 测试来评估学习前后的 EBM 技能。通过电子书或 PowerPoint 进行 EBM 教学课程的时间为 20-30 分钟，然后是学生的反馈。我们采用学生 t 检验来比较教师在上课前和学生对教师指导的评估中对 EBM 技能的评价。我们还采用重复测量方差分析来比较 Fresno 测试前后教师对 EBM 技能的评价。
在实验学习之前，两组的 EBM 技能没有差异，这是通过改良的 Fresno 测试评估的。学习后，研究组的医生在选择一个病例来解释研究设计类型以及解释他们的选择方面的得分更高（P=0.024），这是通过后测-前测 Fresno 测试评估的。在“我对这节课满意”、“教学质量高”、“这是一种很好的教学方法”和“它激发了我对 EBM 的兴趣”等项目中，电子书组的教学效果优于对照组，但在具有 10 年以上经验的医生中，两组之间没有差异。
在临床教学中使用互动电子书可以提高教师的 EBM 技能，尽管对经验丰富的医生没有效果。这可能表明，针对教师的不同经验年限，教学方法和活动有所不同。
