Table 1 Program Details
Week | Outline | Objectives | Content | Educational Method |
|---|---|---|---|---|
By the end of the session students will be able to: | ||||
1. | ▪ Pre-test ▪ Introduction to EBM practice ▪ Formulating focused clinical questions using the PICO formula | ▪ Explain the concept of EBM ▪ List the components of the PICO formula ▪ Understand types of the PICO question ▪ Formulate a focused clinical question ▪ Value using the most reliable scientific evidence as well as professional experience and patient’s values together on clinical decision | ▪ Students were informed about the course ▪ Pre-test was applied before the main training started ▪ An interactive lecture was given about the concept of EBM and the creation of clinical questions using the PICO format ▪ A homework assignment was given at the end of the lecture | ▪ Interactive classroom lecture ▪ Homework assignment |
2 | PubMed Class | ▪ Explore different databases and understand their strengths and weaknesses ▪ Create search strategies by using Boolean operators (AND, OR, NOT) ▪ Perform MeSH database search ▪ Know how to find MeSH terms ▪ Use PubMed tags and filters | ▪ The workshop was held in a computer lab where each student could work with an individual computer ▪ The training included the use of Boolean operators, MeSH database search, creating search strategies, using search filters, creating an NCBI account and setting e-mail alerts for saved searches | Workshop |
3 | Designing Scientific Research | ▪ Name different types of scientific research designs ▪ Explain levels of evidence by using hierarchy of evidence pyramid ▪ Explain the concept of randomization ▪ Explain the importance of allocation concealment ▪ Understand the concept of blinding | The course content included introducing different study designs, randomized controlled trials, cohort studies, diagnostic and prognostic studies, bias in scientific research, prevention of bias, and the EBM pyramid. | Interactive classroom lecture |
4 | Biostatistics | ▪ List the concepts used in the evaluation of statistical significance (such as p value, confidence interval, type I and type II errors) ▪ Give an example of confidence interval expressing statistical significance ▪ Calculate following measures given clinical scenarios o Sensitivity o Specificity o Positive predictive value o Negative predictive value o Probability ratio values o Absolute risk reduction o Relative risk reduction o Numbers Needed to Treat (NNT) | Statistic class was designed to understand the biostatistical approaches in scientific articles. Therefore, especially risk calculations, measures of diagnostic accuracy, Type I and II errors, confidence intervals, and p value were discussed. | Interactive classroom lecture |
5 | ▪ Critical appraisal of scientific articles ▪ Post-test ▪ Students’ satisfaction survey | ▪ Understand the concepts of internal and external validity of scientific research ▪ Explain the concept of bias ▪ List the most common types of bias ▪ Use the critical appraisal tools | ▪ During the last week, the critical appraisal of scientific articles was discussed interactively ▪ The main theme of the training was the evaluation of the validity and reliability of scientific research using checklists ▪ After the completion of the fifth week of education, the post-test and the student satisfaction survey were applied | Critical appraisal workshop |