Natasha Nadeem, Muhammad Ali, Maryam Javaid Chattha, Momina Ahmed, Iqra Mushtaq
Maternal hygiene and knowledge on complementary feeding during infancy and early childhood in Lahore, Pakistan
JPMA. The Journal of the Pakistan Medical Association
health care professionals worldwide attend courses workshops learn evidencebased medicine ebm evidence regarding impact educational interventions conflicting low methodologic quality lacks generalizability furthermore little known determinants success sought measure effect ebm short courses workshops knowledge identify course learner characteristics associated knowledge acquisition health care professionals varying expertise ebm participated international multicentre beforeafter study intervention consisted short courses workshops ebm offered diverse settings formats intensities primary outcome measure score berlin questionnaire validated instrument measuring ebm knowledge participants completed course total 15 centres participated study 420 learners north america europe completed study baseline score across courses 749 points range 3971042 points possible 15 points average increase score 140 points 95 confidence interval 048231 points corresponded effect size 044 standard deviation units greater improvement scores associated order greatest least magnitude active participation required learners separate statistics session fewer topics less teaching time fewer learners per tutor larger overall course size smaller group size clinicians learners involved medical publishing improved score types learners administrators public health professionals improved score less learners perceived advanced knowledge ebm prior experience ebm tutor also showed greater improvement ebm course organizers wish optimize knowledge gain require learners actively participate course consider focusing small number topics giving particular attention statistical concepts