Main Organiser

Julius Centre University of Malaya

Co-organiser

Department of Social and Preventive Medicine, Faculty of Medicine, University of Malay

Supported by

University of Malaya

TUTORIAL VERSUS A CASE-BASED APPROACH TO TEACHING EVIDENCE BASED MEDICINE

Author

Ilic D, Hart W, Fiddes P, Misso M, Villanueva E.

Institution

Monash University

Abstract

Objectives: The objective of this study was to identify whether a case-based approach to teaching evidence based medicine (EBM) is more effective than a tutorial-based approach at increasing student competency in EBM.

Methods: A multi-centre controlled trial was conducted with second year graduate medical students. Students attending one clinical site received the EBM course delivered using a case- based learning approach (CASE), whilst students at the remaining clinical sites received the EBM course delivered in a tutorial format (TUTE). Student competency in EBM was assessed using the Berlin tool and a criterion-based assessment task. Student perceptions on the two modes of delivery were also qualitatively investigated.

Results: A total of 61 students (85.9%) participated in the study. The Berlin tool identified no difference in EBM competency between the two groups (p=0.29). However, students using the CASE approach performed significantly better in one of the criterion-based assessment tasks (p=0.01) and reported significantly higher self-perceived competence in critical appraisal skills. Qualitative analysis identified that students had a preference for the EBM course to be delivered using the CASE approach.

Conclusion: Teaching EBM using a CASE approach promotes greater student application of EBM principles within the clinical setting and bridges the gap between theory and practice of EBM.