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Undergraduate medical students’ Syria
- 1. Undergraduate medical students’ perceptions, attitudes, and competencies in evidence-based medicine (EBM), and their understanding of EBM reality in Syria FARES ALAHDAB, BELAL FIRWANA, RIM HASAN, MOHAMAD BASSAM SONBOL , MUNES FARES, IYAD ALNAHHAS, AMMAR SABOUNI AND MAZEN FERWANA PRESENTED BY: AMMAR SABOUNI
- 2. SYRIA
- 3. Background Evidence to teach evidence
- 4. Methods 50 students 2 days: ◦ lectures ◦ workshops Questionnaire ◦ perceptions ◦ attitudes ◦ and competencies (Berlin questionnaire)
- 5. Results Perception: ◦ problems facing proper EBM practice in Syria Attitudes: ◦ corrected previous false impressions about EBM Competencies: ◦ mean increase in Berlin scores ◦ perceived ability in EBM skills
- 6. Results (cont’d): perception problems facing proper EBM practice in Syria ◦ the absence of the following: ◦ an EBM teaching module in medical school curriculum ◦ a role models among professors and instructors ◦ a librarian ◦ institutional subscription to medical journals ◦ and sufficient IT hardware just adding to the curricula will not be enough w/o resources
- 7. Results (cont’d): attitudes previous false impressions about EBM EBM has a weak effect on the practice of medicine ◦ 20% agreed before dropped to 8% There is a NO relationship between EBM and clinical decision-making ◦ 53% agreed before however, after the course only 19% EBM was merely a passing fashion and that it would disappear soon ◦ 16% agreed but NONE of them agreed with it after taking the course The importance of systematic reviews in clinical decision-makingو ◦ 90% thinking it was essential before taking the course compared to ALL after the course undergrads are still young and changing attitudes during undergraduate study is a suitable time
- 8. Results (cont’d): competencies mean increase in Berlin scores ◦ mean increase in Berlin scores after the course was ◦ a non-statistically significant increase of course two days is not enough
- 9. Results (cont’d): competencies perceived ability a statistically significant increase in medical students' perceived ability to go through steps of EBM: ◦ formulating PICO questions ◦ searching for evidence ◦ appraising the evidence ◦ understanding statistics ◦ and applying evidence at point of care are ready and willing to learn
- 10. Conclusion oEBM curriculum for medical schools oOnline courses as a temporary alternative
Notes de l'éditeur
- *Teaching evidence-based medicine (EBM) should be evaluated and guided by evidence of its own effectiveness. *No data are available on adoption of EBM by Syrian undergraduate, postgraduate, or practicing physicians. *In fact, the teaching of EBM in Syria is not yet a part of undergraduate medical curricula.
- *Topics covered in course: definition of EBM, formulating focused, answerable clinical questions, developing and carrying out effective search strategies, accessing EBM resources, critically appraising different types of research evidence including therapeutic randomized controlled trials (RCTs), diagnostic RCTs, prognostic studies, and systematic reviews, and understanding clinically-relevant basics in biostatistics. . A lecture on developing and utilizing guidelines of therapy and diagnosis was also included.
- *The course corrected many of the students’ previous false impressions they had about EBM
- *mean increase in Berlin scores after the course was 2.68 a non-statistically significant increase of 17.86% *Even though the mean hours of lectures and workshops during the course was close to what UK undergrads get during their curriculum according to a 2009 study it was not enough longer and more clinically integrated addition to the curricula
- The non significant increase in berlin scores did not mean they were not willing to learn; in fact undergrads are ready to be taught EBM (their perceived abilities increased significantly( formulating PICO questions (56.9%) searching for evidence (39.8%) appraising the evidence (27.3%) understanding statistics (48%) and applying evidence at point of care (34.1%)
- The road to a better EBM reality in Syria starts with teaching EBM in medical school and developing a curriculum in the proper environment to facilitate transforming current medical education and practice to an evidence-based standard in Syria ONLINE LEARNING now that the conflict is more intense