Mao Yagihashi, Michio Murakami, Mai Kato, Asayo Yamamura, Asako Miura, Kei Hirai
Exploratory study to characterise the individual types of health literacy and beliefs and their associations with infection prevention behaviours amid the COVID-19 pandemic in Japan: a longitudinal study
PeerJ
overall evidence effectiveness teaching evidence based medicine ebm strong impact cultural societal influences teaching method poorly understood undertook randomisedcontrolled trial test effectiveness learning satisfaction two different ebm teaching methods usual teaching vs problem based learning pbl undergraduate medical students mixed methods study included randomisedcontrolled crossover trial two intervention arms usual teaching pbl nested qualitative study focus groups explore student perceptions learning assess effectiveness utility two teaching methodsall 129 secondyear medical students university hong kong 2007the main outcomes measures attitudes towards ebm personal application current use ebm ebm knowledge future use ebm pbl less effective imparting knowledge usual teaching consisting lecture followed group tutorial usual teaching students showed improvement scores attitudes towards ebm personal application current use ebm ebm knowledge evident pbl contrast usual teaching students found pbl difficult lacked statistical knowledge necessary support discussion failed understand core concepts lost direction evidence presented would suggest teaching ebm within asian environment adopt format facilitates acquisition knowledge encourages enquiry