Skip to main content

Advertisement

Springer Nature is making SARS-CoV-2 and COVID-19 research free. View research | View latest news | Sign up for updates

Table 1 Content of the EBM training

From: Learning results of GP trainers in a blended learning course on EBM: a cohort study

  Day 1: Introduction to EBM Day 2: EBM – the difference between primary healthcare and second-line medical care Day 3: How to handle conflicting evidence Day 4: EBM – the revival
Learning goals • The GP trainer has knowledge of the different study designs in epidemiologic research. • The GP trainer can identify the difference between primary healthcare and second-line medical care and its influence on evidence-based practice. • The GP trainer is aware that reading just one article can lead to false conclusions. • The GP trainer is aware that the steps of EBM can lead to a relevant answer.
• The GP trainer can name the advantages and disadvantages of the different study designs.   • The GP trainer can assess the validity, interest and applicability of a systematic review (SR) of side effects. • The GP trainer can name the success factors of a successful EBM literature search.
• The GP trainer can name the bias risks of the different designs.    • The GP trainer is motivated to implement this approach in his/her own practice.
Assign-ments (3 h) • E-learning chapters • E-learning chapters • E-learning chapters • E-learning chapters
  ◦ Introduction   ◦ Diagnostic research   ◦ Therapeutic research   ◦ Critical Appraised Topic (CAT)
  ◦ Background information   ◦ Screening research   ◦ Systematic review and meta analyses • Preparing a mini CAT
  ◦ Searching for evidence • Two learning questions about each of the e-learning chapters   ◦ Research on side effects  
  ◦ Common statistical constructs • Search for a sensitivity and specificity of a test used in GP practice.   
• Composing a PICO    
F2F (3 h) • E-learning questions • E-learning questions • E-learning questions • E-learning questions
• Programme • Programme • Programme • Programme
  ◦ Learning questions about assignment   ◦ Learning questions about assignment   ◦ Learning questions about assignment   ◦ Learning questions about assignment
  ◦ Discussion on value and use of EBM   ◦ Discussion about differences between 1st- and 2nd-line care and EBM: group task   ◦ Debate about conflicting evidence   ◦ Learning of successes; presentation of each mini CAT
  ◦ Exercise: study designs   ◦ Influence of prevalence on 1) the outcomes of a diagnostic test, 2) the daily practice of the GP, 3) reasons for unjustified referral to a specialist; discussion and practise with examples   ◦ Critical appraisal of a SR  
  ◦ Introduction to PICO and literature search    
  ◦ Skills training: searching for literature