TY - JOUR
T1 - Teaching Evidence-Based Medicine
T2 - A regional dissemination model
AU - Leipzig, Rosanne M.
AU - Wallace, Eleanor Z.
AU - Smith, Lawrence G.
AU - Sullivant, Jean
AU - Dunn, Kathel
AU - McGinn, Thomas
N1 - Funding Information:
This research was funded in part by Grant LM06648 from the National Library of Medicine, by the American College of Physicians–New York Chapter, and by an unrestricted educational grant from Astra-Merck.
PY - 2003
Y1 - 2003
N2 - Background: Evidence-based medicine (EBM) is a framework for critically appraising medical literature and applying it to the care of individual patients. Lack of faculty skilled in practicing and teaching EBM limits the ability to train residents in this area. Description: A 31/2-day interactive course, called Teaching Evidence-Based Medicine, was given in 1996, 1998, and 1999. The goal of the course was to create a cadre of faculty within New York State's internal medicine residency programs educated in EBM knowledge and skills who could integrate EBM into their training program. Thirty (58.8%) of 51 metropolitan New York internal medicine residency programs and three of 12 upstate programs sent participants. Evaluation: The postcourse ratings showed increased self-rated knowledge and a willingness to apply the teaching methods at their home institutions. Conclusions: There is a high demand for the opportunity to learn EBM skills and in turn to implement EBM at home institutions.
AB - Background: Evidence-based medicine (EBM) is a framework for critically appraising medical literature and applying it to the care of individual patients. Lack of faculty skilled in practicing and teaching EBM limits the ability to train residents in this area. Description: A 31/2-day interactive course, called Teaching Evidence-Based Medicine, was given in 1996, 1998, and 1999. The goal of the course was to create a cadre of faculty within New York State's internal medicine residency programs educated in EBM knowledge and skills who could integrate EBM into their training program. Thirty (58.8%) of 51 metropolitan New York internal medicine residency programs and three of 12 upstate programs sent participants. Evaluation: The postcourse ratings showed increased self-rated knowledge and a willingness to apply the teaching methods at their home institutions. Conclusions: There is a high demand for the opportunity to learn EBM skills and in turn to implement EBM at home institutions.
UR - https://www.scopus.com/pages/publications/0042922803
U2 - 10.1207/S15328015TLM1503_09
DO - 10.1207/S15328015TLM1503_09
M3 - Article
C2 - 12855392
AN - SCOPUS:0042922803
SN - 1040-1334
VL - 15
SP - 204
EP - 209
JO - Teaching and Learning in Medicine
JF - Teaching and Learning in Medicine
IS - 3
ER -