Developing, Implementing, and Evaluating an Online Course on Evidence-Based Medicine (EBM) for Medical Clerkship Students

Authors

Hani Atwa, Medical Education Department, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Kingdom of Bahrain and Medical Education Department, Faculty of Medicine, Suez Canal University, EgyptFollow
Noha Abu Baker, Department of Public Health, Community, Environmental and Occupational Medicine Department, Faculty of Medicine, Suez Canal University, Ismailia, Egypt and Basic Medical Sciences Department, Faculty of Medicine, King Salman International University, South Sinai, Egypt
Aya Elshafie, Department of Public Health, Community, Environmental and Occupational Medicine Department, Faculty of Medicine, Suez Canal University, Ismailia, Egypt
Doaa Kamal, Medical Education Department, Faculty of Medicine, Suez Canal University, Egypt and Basic Sciences Department, College of Medicine, Prince Sattam Bin Abdulaziz University, Saudi Arabia

Abstract

Purpose. Evidence-Based Medicine (EBM) plays a crucial role in clinical decision-making and patient care. Integrating EBM principles into medical education is essential to equip future physicians with the necessary skills to critically appraise and apply evidence in their practice. This study reports the stages of developing, implementing, and evaluating an online course on EBM for medical clerkship students.

Method. A six-step model of curriculum development was employed to design the EBM course, ensuring alignment with program objectives, and utilizing learner-centered educational methods. The course was delivered online, and its effectiveness was evaluated through a pretest-posttest control group design comparing the performance of the intervention group with a control group. Additionally, a survey was conducted to gather students' perceptions of the course. The survey employed a 7-point Likert scale. Descriptive statistics were used, and results were presented as means and standard deviations. Independent samples t-test was used for comparison of means. Repeated measures ANOVA was used to compare intervention and control groups. A p-value ˂ 0.05 was considered as a cut-off point of statistical significance. Analysis of qualitative data (responses to open-ended questions) was done through counting and categorizing the responses.

Results. The results indicated a significant improvement in students' scores from pre-test to end-of-course assessment, suggesting a positive impact on their performance. Survey findings revealed a positive overall experience with the course, with favorable ratings for course materials and presentation quality. However, students expressed the need for additional support in certain areas. Gender differences were observed, with female students rating the course higher than male students in several aspects. Year 3 and Year 4 students had similar experiences with the course.

Conclusion. This study highlights the successful development, implementation, and evaluation of a short online EBM course for medical clerkship students. The course showed a positive impact on students' performance, with significant score improvement. Students generally had a positive experience. Suggestions for improvement included addressing connectivity issues and incorporating face-to-face or hybrid components.

Recommended Citation

Atwa, Hani; Baker, Noha Abu; Elshafie, Aya; and Kamal, Doaa (2024) "Developing, Implementing, and Evaluating an Online Course on Evidence-Based Medicine (EBM) for Medical Clerkship Students," Health Professions Education: Vol. 10: Iss. 1, Article 11.
Available at: https://hpe.researchcommons.org/journal/vol10/iss1/11