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

AWARENESS AND PRACTICE OF EVIDENCE BASED PRACTICE AMONG TEACHING STAFF OF A UNIVERSITY COLLEGE OF HEALTHCARE SCIENCES, MALAYSIA

Author

Than Tun Aung, Kyaw Kyaw, Yan Shin Fawn, Khine Lin Phyu

Institution

Masterskill University College of Healthcare Sciences (MUCH), Kuala Lumpur, Malaysia.

Abstract

Objectives: To assess the awareness of Evidence Based Practice Medicine and their practice of evidence based medicine among teaching staff of a University College of Healthcare Sciences.

Methods: A cross-sectional descriptive study was conducted in February and March 2012. A structured self-administered questionnaire was used for data collection. Among 250 teaching staff, 45 teaching staff (18%) took part in this study. The collected data were summarized and analysis, using SPSS 20.0.0.

Results: Out of 45 teaching staff, 21 staff (46.6%) are currently teaching clinical subjects and the rest for pre-clinical subjects. All staff use lectures, tutorials and small group discussions as teaching methods and only 12 staff use bedside teaching method. Among 21 staff, who are teaching clinical subjects, 12 staff (57.14%) apply disease based study and the others prefer case based teaching. Twenty five (55.55% out of 45) teaching staff had attended Evidence Based Workshop and 23 staff usually practice formation of clinical questions. All staff usually get references from textbook and medical journals and 28 of them use internet search from on line data base such as PubMed, Science Direct, Medline, BMJ, CDC and other websites. Nineteen staff (42.22%) like to involve in teaching EBP in future.

Conclusion: Evidence based Practice (EBP) helps health care providers to learn whether or not any treatment will do more good than harm. This is the responsibility of the teaching staff to practice EBM as a best teaching tool to able to provide best available evidence gained from the scientific method to clinical decision making. In our institution, although half of the teaching staff attended EBM workshop, actual current practice and future involvement for EBP is found to be not optimized in evidence search and case base teaching. Therefore, more motivation and drive are needed by means of refresher courses, workshop, and training for teaching staff of our university in order to guide our trainees for judicious use of current best evidence in decision making about the care of individual patients.