Qualitative research
Finding and appraising qualitative evidence
Effectiveness of an e-learning course in evidence-based medicine for foundation (internship) training
< Back to search resultsReport of a randomized comparison of a clinically integrated e-learning course for teaching basic EBM compared to a traditional lecture-based course of equivalent content.
- Format Lessons
- Language/s English
- Target Audience Further education
- EBM Stage 5 - Evaluating your performance
- Duration >15 mins
- Difficulty Introductory
Key Concepts addressed
- 3-2a Do the outcomes measured matter to you?
- 2-2a Reviews of fair comparisons should be systematic
- 2-3b Relative measures of effects can be misleading
- 1-2e Comparisons are needed to identify treatment effects
Details
An e-learning course in EBM was as effective in improving knowledge as a standard lecture-based course. The benefits of an e-learning approach need to be considered when planning EBM curricula as it allows standardization of teaching materials and is a potential cost-effective alternative to standard lecture-based teaching.
Evaluation details
Citation
Hadley J, Kulier R, Zamora J et al. Effectiveness of an e-learning course in evidence-based medicine for foundation (internship) training. J R Soc Med 2010;103:288–294. DOI 10.1258/jrsm.2010.100036
Abstract
Aim
To evaluate the educational effectiveness of a clinically integrated e-learning course for teaching basic evidence-based medicine (EBM) among postgraduate medical trainees compared to a traditional lecture-based course of equivalent content.
Methods
We conducted a cluster randomized controlled trial to compare a clinically integrated e-learning EBM course (intervention) to a lecture-based course (control) among postgraduate trainees at foundation or internship level in seven teaching hospitals in the UK West Midlands region. Knowledge gain among participants was measured with a validated instrument using multiple choice questions. Change in knowledge was compared between groups taking into account the cluster design and adjusted for covariates at baseline using generalized estimating equations (GEE) model.
Results
There were seven clusters involving teaching of 237 trainees (122 in the intervention and 115 in the control group). The total number of postgraduate trainees who completed the course was 88 in the intervention group and 72 in the control group. After adjusting for baseline knowledge, there was no difference in the amount of improvement in knowledge of EBM between the two groups. The adjusted post course difference between the intervention group and the control group was only 0.1 scoring points (95% CI -1.2–1.4).
Conclusion
An e-learning course in EBM was as effective in improving knowledge as a standard lecture-based course. The benefits of an e-learning approach need to be considered when planning EBM curricula as it allows
standardization of teaching materials and is a potential cost-effective alternative to standard lecture-based teaching.
Discussion
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