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Table 1 Overview of the clinically integrated e-learning course compared to lecture based course in evidence-based medicine (EBM)
| Clinically integrated e-learning course and Lecture based course | |
|---|---|
| Aim: To familiarise course participants with evidence based medicine (EBM) basics | |
| Target participants: Health professionals in a clinical setting. | |
| Learning objectives: | |
| Upon the completion of the course, participants should be competently able to: | |
| generate structured questions arising from clinical problems in practice | |
| search relevant literature, identifying systematic reviews wherever possible | |
| assess the quality (validity) of systematic reviews and primary research included within them | |
| assess the applicability of research findings in clinical practice | |
| effectively implement the output from above activities into clinical practice | |
| E-learning modules: | |
| Five models provide learning materials at http://www.ebm-unity.org | |
| Module 1: Asking clinical questions | |
| Module 2: Searching the evidence | |
| Module 3: Critical appraisal of systematic reviews (and their constituent studies) | |
| Module 4: Applicability of the evidence to the patient | |
| Module 5: Implementation of evidence into practice | |
| Assessment: | |
| Multiple choice questions to test knowledge and questionnaire to test attitudes | |
| Clinically integrated e-learning course | Lecture based course |
| Learning/teaching methods | |
| Knowledge needs identification in the clinical setting | Traditional lecture-based course using the power point slides from the e-learning modules |
| Participants to pursue independent study by using the e-learning modules | Lectures presented during 2–4 sessions |
| Interaction with facilitator throughout the course | Interaction with the tutor only during lecture |
