Clinical teachers' attitudes toward the efficacy of evidence-based medicine workshop and self-reported ability in evidence-based practice in Iran
Article first published online: 19 SEP 2006
Copyright © 2006 Wiley Periodicals, Inc., A Wiley Company
Journal of Continuing Education in the Health Professions
Volume 26, Issue 3, pages 210–214, Summer 2006
How to Cite
Kouhpayehzadeh, J., Baradaran, H., Arabshahi, K. S. and Knill-Jones, R. (2006), Clinical teachers' attitudes toward the efficacy of evidence-based medicine workshop and self-reported ability in evidence-based practice in Iran. J. Contin. Educ. Health Prof., 26: 210–214. doi: 10.1002/chp.72
- Issue published online: 19 SEP 2006
- Article first published online: 19 SEP 2006
- evidence-based medicine;
- physician education;
- continuing medical development;
Introduction: Evidence-based medicine (EBM) has been introduced in medical schools worldwide, but there is little known about effective methods for teaching EBM skills, particularly in developing countries. This study assesses the impact of an EBM workshop on clinical teachers' attitudes and use of EBM skills.
Methods: Seventy-two clinical teachers attended two half-day workshops on EBM. Participants completed precourse and postcourse questionnaires using a 5-point Likert scale. Nonparametric 2-sample Wilcoxon rank-sum tests were performed to compare responses.
Results: Attitudes about EBM improved (3.2 precourse vs 3.4 postcourse), as did self-reported EBM skills (3.1 vs 4.4, p < .0001).
Discussion: An EBM workshop may improve clinical teachers' abilities and skills in using EBM. However, carefully designed studies are required to evaluate the long-term effects of EBM curricula in changing behaviors, practice patterns, and patient care outcomes.