Undergraduate medical students’perceptions, attitudes, and competenciesin evidence-based medicine (EBM),and their understanding of EBM realityin Syria

FA R ES A LA HDAB, BELA L F I RWA NA , R I M HA SA N , M OHA M A D BA SSAM SON BOL , M UN ES FA R ES , I YA D A LN AHHAS , A M M A R SA BOUN I A N D M A Z EN FERWA N A

PRESENTED BY:AMMAR SABOUNI

SYRIA

BackgroundEvidence to teach evidence

Methods50 students

2 days:◦ lectures

◦ workshops

Questionnaire◦ perceptions

◦ attitudes

◦ and competencies (Berlin questionnaire)

ResultsPerception:◦ problems facing proper EBM practice in Syria

Attitudes:◦ corrected previous false impressions about EBM

Competencies:◦ mean increase in Berlin scores

◦ perceived ability in EBM skills

Results (cont’d): perceptionproblems facing proper EBM practice in Syria

◦ the absence of the following:

◦ an EBM teaching module in medical school curriculum

◦ a role models among professors and instructors

◦ a librarian

◦ institutional subscription to medical journals

◦ and sufficient IT hardware

just adding to the curricula will not be enough w/o resources

Results (cont’d): attitudesprevious false impressions about EBMEBM has a weak effect on the practice of medicine◦ 20% agreed before dropped to 8%

There is a NO relationship between EBM and clinical decision-making◦ 53% agreed before however, after the course only 19%

EBM was merely a passing fashion and that it would disappear soon◦ 16% agreed but NONE of them agreed with it after taking the course

The importance of systematic reviews in clinical decision-makingو◦ 90% thinking it was essential before taking the course compared to ALL after the course

undergrads are still young and changing attitudes during undergraduate study is a suitable time

Results (cont’d): competenciesmean increase in Berlin scores

◦ mean increase in Berlin scores after the course was ◦ a non-statistically significant increase

of course two days is not enough

Results (cont’d): competenciesperceived ability

a statistically significant increase in medical students' perceived ability to go through steps of EBM:

◦ formulating PICO questions

◦ searching for evidence

◦ appraising the evidence

◦ understanding statistics

◦ and applying evidence at point of care

are ready and willing to learn

ConclusionoEBM curriculum for medical schools

oOnline courses as a temporary alternative