How can we teach EBM in clinical practice?? An analysis of barriers to implementation of on-the-job EBM teaching and learning
| Autor: | Katja Suter, Theodoros N. Arvanitis, Chantal Arditi, Khalid S. Khan, Harry Gee, Rita Onody, J Walczak, Berit Meyerrose, Anna Wełmińska, Shakila Thangaratinam, Gemma Barnfield, Andrea R. Horvath, Ben W.J. Mol, Regina Kunz, Bernard Burnand, Gianni Zanrei, Katrien Oude Rengerink, Susanne Weinbrenner |
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| Přispěvatelé: | Amsterdam Public Health, Obstetrics and Gynaecology |
| Jazyk: | angličtina |
| Rok vydání: | 2011 |
| Předmět: |
Adult
Male medicine.medical_specialty Time Factors Attitude of Health Personnel media_common.quotation_subject health care facilities manpower and services education Alternative medicine MEDLINE Education Likert scale Reading (process) health services administration Pedagogy Health care Humans Medicine Quality (business) health care economics and organizations media_common Medical education Evidence-Based Medicine Education Medical business.industry General Medicine Evidence-based medicine Middle Aged humanities Europe Clinical Practice Knowledge Female business |
| Zdroj: | Medical teacher, 33(3), e125-e130. Informa Healthcare |
| ISSN: | 0142-159X |
| Popis: | Introduction: Evidence-based medicine (EBM) improves the quality of health care. Courses on how to teach EBM in practice are available, but knowledge does not automatically imply its application in teaching. We aimed to identify and compare barriers and facilitators for teaching EBM in clinical practice in various European countries. Methods: aEuro integral A questionnaire was constructed listing potential barriers and facilitators for EBM teaching in clinical practice. Answers were reported on a 7-point Likert scale ranging from not at all being a barrier to being an insurmountable barrier. Results: aEuro integral The questionnaire was completed by 120 clinical EBM teachers from 11 countries. Lack of time was the strongest barrier for teaching EBM in practice (median 5). Moderate barriers were the lack of requirements for EBM skills and a pyramid hierarchy in health care management structure (median 4). In Germany, Hungary and Poland, reading and understanding articles in English was a higher barrier than in the other countries. Conclusion: aEuro integral Incorporation of teaching EBM in practice faces several barriers to implementation. Teaching EBM in clinical settings is most successful where EBM principles are culturally embedded and form part and parcel of everyday clinical decisions and medical practice |
| Databáze: | OpenAIRE |
| Externí odkaz: |
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