How are "teaching the teachers" courses in evidence based medicine evaluated? A systematic review.

TitleHow are "teaching the teachers" courses in evidence based medicine evaluated? A systematic review.
Publication TypeJournal Article
Year of Publication2010
AuthorsWalczak, J, Kaleta, A, Gabryś, E, Kloc, K, Thangaratinam, S, Barnfield, G, Weinbrenner, S, Meyerrose, B, Arvanitis, TN, Horvath, AR, Zanrei, G, Kunz, R, Suter, K, Burnand, B, Arditi, C, Rengerink, KOude, Harry, G, Mol, BWJ, Khan, KS
JournalBMC Med Educ
Volume10
Pagination64
Date Published2010
DOI10.1186/1472-6920-10-64
ISSN1472-6920
KeywordsCurriculum, Databases, Factual, Educational Measurement, Educational Status, Europe, Evidence-Based Medicine, Faculty, Medical, Humans, Needs Assessment, Professional Competence, Teaching
Abstract

BACKGROUND: Teaching of evidence-based medicine (EBM) has become widespread in medical education. Teaching the teachers (TTT) courses address the increased teaching demand and the need to improve effectiveness of EBM teaching. We conducted a systematic review of assessment tools for EBM TTT courses. To summarise and appraise existing assessment methods for teaching the teachers courses in EBM by a systematic review.

METHODS: We searched PubMed, BioMed, EmBase, Cochrane and Eric databases without language restrictions and included articles that assessed its participants. Study selection and data extraction were conducted independently by two reviewers.

RESULTS: Of 1230 potentially relevant studies, five papers met the selection criteria. There were no specific assessment tools for evaluating effectiveness of EBM TTT courses. Some of the material available might be useful in initiating the development of such an assessment tool.

CONCLUSION: There is a need for the development of educationally sound assessment tools for teaching the teachers courses in EBM, without which it would be impossible to ascertain if such courses have the desired effect.

Alternate URL

http://www.ncbi.nlm.nih.gov/pubmed/20920240?dopt=Abstract

Alternate JournalBMC Med Educ
Citation Key / SERVAL ID2957
PubMed ID20920240
PubMed Central IDPMC2958160

                         

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