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首页> 外文期刊>Advances in health sciences education: theory and practice >Do workshops in evidence-based practice equip participants to identify and answer questions requiring consideration of clinical research? A diagnostic skill assessment
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Do workshops in evidence-based practice equip participants to identify and answer questions requiring consideration of clinical research? A diagnostic skill assessment

机译：循证实践讲习班是否使参与者识别并回答需要考虑临床研究的问题？诊断技能评估

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Evidence-based practice (EBP) requires practitioners to identify and formulate questions in response to patient encounters, and to seek, select, and appraise applicable clinical research. A standardized workshop format serves as the model for training of medical educators in these skills. We developed an evaluation exercise to assess the ability to identify and solve a problem requiring the use of targeted skills and administered it to 47 North American junior faculty and residents in various specialties at the close of two short workshops in EBP. Prior to the workshop, subjects reported prior training in EBP and completed a previously validated knowledge test. Our post-workshop exercise differed from the baseline measures and required participants to spontaneously identify a suitable question in response to a simulated clinical encounter, followed by a description of a stepwise approach to answering it. They then responded to successively more explicitly prompted queries relevant to their question. We analyzed responses to identify areas of skill deficiency and potential reasons for these deficiencies. Twelve respondents (26%) initially failed to identify a suitable question in response to the clinical scenario. Ability to choose a suitable question correlated with the ability to connect an original question to an appropriate study design. Prior EBP training correlated with the pretest score but not with performance on our exercise. Overall performance correlated with ability to correctly classify their questions as pertaining to therapy, diagnosis, prognosis, or harm. We conclude that faculty and residents completing standard workshops in EBP may still lack the ability to initiate and investigate original clinical inquiries using EBP skills.
机译：循证实践（EBP）要求从业者根据患者的遭遇识别和提出问题，并寻求，选择和评估适用的临床研究。标准化的讲习班形式可作为对医学教育者进行这些技能培训的模型。我们开展了评估练习，以评估识别和解决需要使用目标技能的问题的能力，并在EBP的两个短期研讨会结束之时，将其管理给了47个北美初级教职员工和各个专业的居民。在研讨会之前，受试者报告了先前在EBP中的培训并完成了先前已验证的知识测试。我们的车间作业不同于基线测量，要求参与者根据模拟的临床遭遇自发地确定合适的问题，然后描述逐步解决问题的方法。然后，他们依次回答与他们的问题相关的更明确提示的查询。我们分析了响应，以确定技能不足的领域以及这些不足的潜在原因。最初有12名受访者（26％）未能根据临床情况确定合适的问题。选择合适问题的能力与将原始问题连接到合适研究设计的能力相关。先前的EBP训练与预测分数相关，但与我们的运动表现无关。总体表现与正确地将他们的问题归为治疗，诊断，预后或伤害的能力相关。我们得出的结论是，在EBP中完成标准研讨会的教师和居民可能仍缺乏使用EBP技能发起和调查原始临床询问的能力。

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