Journal of Continuing Education in the Health Professions



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CURRENT ISSUE BACK ISSUES SUBSCRIBE ADVERTISE ABOUT JCEHP FOR AUTHORS JCEHP AWARD SEARCH		Volume 27 (1) Volume 27, Issue 1, Winter 2007 J Contin Educ Health Prof 2007; 27(1):28 ORIGINAL RESEARCH Faculty Training in Evidence-Based Medicine: Improving Evidence Acquisition and Critical Appraisal Laura J. Nicholson Carole M. Warde John R. Boker A b s t r a c t Introduction: Evidence-based medicine (EBM) integrates published clinical evidence with patient values and clinical expertise, the output of which is informed medical decision making. Key skills for evidence-based practice include acquisition and appraisal of clinical information. Faculty clinicians often lack expertise in these skills and are therefore unable to exemplify this process for students and residents. Methods: We conducted a yearlong case-based EBM workshop for 28 clinician educators, with precourse and postcourse evaluations of EBM resource use and literature appraisal skills. Results: Of the original 28 participants, 26 completed the course. Self-assessed EBM resource use improved significantly. Self-reported EBM knowledge correlated with measured skill (r = 0.45), and both improved with the intervention (both p < .0005). Higher EBM skills scores correlated with time logged on the course's EBM Web sites (r = 0.56; p < .05), workshop attendance rates (r = 0.55; p = .003), and fewer years since medical school graduation (r = -0.56; p < .005). Discussion: An interactive, longitudinal, EBM course derived from a needs assessment can improve 2 skills important for evidence-based practice: online literature retrieval and critical appraisal skills. Lessons for Practice Practicing clinicians and clinician educators often lack information-searching and critical appraisal skills to practice evidence based medicine (EBM). A greater number of years since medical school graduation may predict lower literature appraisal skills. Time spent using online EBM resources can increase understanding of EBM principles. Education to increase EBM skills should promote the use of online EBM resources. Case-based, longitudinal EBM workshops can promote increased EBM resource use and improved literature appraisal skills. Key Words: evidence-based medicine, critical appraisal, needs assessment, continuing medical education, clinician educator, faculty development, workshop, continuing professional development, self-assessment
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