A randomised-controlled trial of two educational modes for undergraduate evidence-based medicine learning in Asia
Open accessAbstract
BACKGROUND: As the overall evidence for the effectiveness of teaching of evidence based medicine (EBM) is not strong, and the impact of cultural and societal influences on teaching method is poorly understood, we undertook a randomised-controlled trial to test the effectiveness and learning satisfaction with two different EBM teaching methods (usual teaching vs. problem based learning (PBL)) for undergraduate medical students. METHODS: A mixed methods study that included a randomised-controlled crossover trial with two intervention arms (usual teaching and PBL) and a nested qualitative study with focus groups to explore student perceptions of learning and to assess the effectiveness and utility of the two teaching methods.All 129 second-year medical students at the University of Hong Kong in 2007.The main outcomes measures were attitudes towards EBM; personal application and current use of EBM; EBM knowledge; future use of EBM. RESULTS: PBL was less effective at imparting knowledge than usual teaching consisting of a lecture followed by a group tutorial. After usual teaching students showed improvement in scores for 'attitudes towards EBM', 'personal application and current use of EBM' and 'EBM knowledge, which were not evident after PBL. In contrast to the usual teaching, students found PBL difficult as they lacked the statistical knowledge necessary to support discussion, failed to understand core concepts, and lost direction. CONCLUSION: The evidence presented here would suggest that the teaching of EBM within an Asian environment should adopt a format that facilitates both the acquisition of knowledge and encourages enquiry.
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Only three studies reported that PBL was less effective.
“Only three studies reported that PBL was less effective [79–81]”
From Effectiveness of problem-based learning methodology in undergraduate medical education: a scoping review (2022) · cites this paper as [81]
Of the three studies reporting PBL less effective, two were randomized (one favoring simulation-based learning and another favoring lectures).
“two of them were randomized (in one case favoring simulation-based learning [80] and another favoring lectures [81])”
From Effectiveness of problem-based learning methodology in undergraduate medical education: a scoping review (2022) · cites this paper as [81]
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“…effect of H-PBL on student basic knowledge in our study contradicts the results of other studies that reported that PBL students gained lower scores than traditional lecture-based students on basic knowledge (Johnston et al., 2009; Miller, 2003; Dochy et al., 60 2003; Albanese and Mitchell, 1993).”
PANORAMA DA IMPLEMENTAÇÃODAS METODOLOGIAS ATIVAS NA FORMAÇÃO EM SAÚDE
Silva, G. M. (2021) · Amplla Editora eBooks · doi:10.51859/amplla.mma658.1121-3
O MUNDO DOTRABALHO E A FORMAÇÃO PROFISSIONAL
Irineu, R. D. A. (2021) · Amplla Editora eBooks · doi:10.51859/amplla.mma658.1121-1
CONTEXTO HISTÓRICO DAS METODOLOGIAS ATIVAS NO ENSINO SUPERIOR EM SAÚDE
Irineu, R. D. A. (2021) · Amplla Editora eBooks · doi:10.51859/amplla.mma658.1121-2
AS DIRETRIZES CURRICULARES NACIONAIS E A FORMAÇÃO EM SAÚDE
Silva, G. M. (2021) · Amplla Editora eBooks · doi:10.51859/amplla.mma658.1121-4
Matizes das metodologias ativas de ensino
Silva, G. M., & Irineu, R. D. A. (2021) · Amplla Editora eBooks · doi:10.51859/amplla.mma658.1121-0
Ramis, M. (2017) · Queensland University of Technology · doi:10.5204/thesis.eprints.109614 · Cited by 1 · see citing works
Häusler, M., Lalji, R., Hofstetter, L., & Hincapié, C. A. (2023) · Figshare · doi:10.6084/m9.figshare.23740766
Trullàs, J. C., Blay, C., Sarri, E., & Pujol, R. (2022) · Figshare · doi:10.6084/m9.figshare.19194104
Additional file 1 of Methods of teaching evidence-based practice: a systematic review
Howard, B., Diug, B. O., & Ilić, D. (2022) · Figshare · doi:10.6084/m9.figshare.21405833
- Authors
- Johnston, J. M., Schooling, C. M., & Leung, G. M.
- Affiliations
- University of Hong Kong (HK)
- Corresponding author
- Johnston, Janice M
- Venue
- BMC Medical Education
- Published
- 2009-09-29
- Volume
- 9
- Issue
- 1
- Pages
- 63-63
- ISSN
- 1472-6920 (ISSN-L)
- PMC
- PMC2761870
- OpenAlex
- W2087759001
- Cited by
- 71
- References
- 22
- Citations by year
- 2025: 3 · 2024: 2 · 2023: 5 · 2022: 8 · 2021: 11 · 2020: 5 · 2019: 2 · 2018: 3 · 2017: 7 · 2016: 8 · 2015: 2 · 2014: 6 · 2013: 5 · 2012: 3
- FWCI
- 2.42
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- BMC Medical Education (publishedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by)
- PubMed (publishedVersion)
- CUNY Academic Works (City University of New York) (submittedVersion, cc-by)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- The HKU Scholars Hub (University of Hong Kong) (submittedVersion, cc-by-nc-nd)
- Topics
- Health Sciences › Health Professions › General Health Professions › Health Sciences Research and Education
- Social Sciences › Education › Problem and Project Based Learning
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
- Keywords
- evidence-based medicine education, problem-based learning, undergraduate medical students, teaching methods, student perceptions of learning, Asia
- MeSH terms
- Asia, Curriculum, Education, Medical, Undergraduate, Educational Measurement, Educational Status, Faculty, Medical, Hong Kong, Humans, Surveys and Questionnaires, Teaching, Models, Educational, Cross-Over Studies, Problem-Based Learning, Evidence-Based Medicine, Qualitative Research
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