Dragan Ili?|Rusli Bin Nordin|Paul Glasziou|Julie K. Tilson|Elmer Villanueva
A randomised controlled trial of a blended learning education intervention for teaching evidence-based medicine
The Alfred Hospital|Monash University Malaysia|Bond University|University of Southern California|Monash University
studies performed inform best teach evidencebased medicine ebm medical trainees current evidence conclude form teaching increases ebm competency cannot distinguish form teaching effective increasing student competency ebm study compared effectiveness blended learning bl versus didactic learning dl approach teaching ebm medical students respect competency selfefficacy attitudes behaviour toward ebma mixed methods study consisting randomised controlled trial rct qualitative case study performed medical students undertaking first clinical year training ebm students randomly assigned receive ebm teaching via either bl approach incumbent dl approach competency ebm assessed using berlin questionnaire assessing competency ebm ace tool students selfefficacy attitudes behaviour also assessed series focus groups also performed contextualise quantitative resultsa total 147 students completed rct 29 students participated six focus group discussions students received bl approach teaching ebm significantly higher scores 5 6 behaviour domains 3 4 attitude domains 10 14 selfefficacy domains competency ebm differ significantly students receiving bl approach versus receiving dl approach mean difference md068 95 ci171 034 p019 significant difference observed sites p089 student type p058 focus group discussions suggested strong student preference teaching using bl approach integrates lectures online learning small group activitiesbl effective dl increasing medical students knowledge skills ebm significantly effective increasing student attitudes toward ebm selfreported use ebm clinical practice given various learning styles preferred students multifaceted approach incorporating bl may best suited teaching ebm medical students research costeffectiveness ebm teaching modalities required