A qualitative study of factors promoting EBM learning among medical students in Japan.

IF 1.6 Q2 EDUCATION, SCIENTIFIC DISCIPLINES International Journal of Medical Education Pub Date : 2022-08-26 DOI:10.5116/ijme.62eb.7c19
Yoshihiro Kataoka, Takami Maeno, Takashi Inaba, Sayaka Ninn, Masatsune Suzuki, Tetsuhiro Maeno
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引用次数: 2

Abstract

Objectives: To identify the elements needed to facilitate undergraduate EBM learning among Japanese medical students.

Methods: We conducted a qualitative study based on individual semi-structured interviews. Participants were physicians working at universities, teaching hospitals, or clinics who teach EBM to medical students. Purposive sampling was used to recruit participants via email through the researchers' acquaintances. Six physicians agreed to participate in the study and were interviewed individually from October 2019 to January 2020. The interviewees were asked about their own EBM learning and teaching experiences, what they kept in mind when teaching EBM to medical students, and what they felt was needed to improve current undergraduate EBM education. Interviews were recorded. Transcripts were analysed using thematic analysis.

Results: Thematic analysis extracted five themes: finding foreground questions, observing role models, active learning, understanding patient backgrounds, and understanding the reason for learning EBM. To promote EBM education for medical students, it is first necessary for students to actively participate in clinical practice and identify foreground questions by observing their supervisors practicing EBM. In addition to acquiring skills in information retrieval and critical appraisal, understanding a patient's background leads to understanding the significance of learning EBM, which improves students' motivation to learn EBM.

Conclusions: This study identified five themes that promote undergraduate EBM education. Curriculum development incorporating these elements would improve EBM education in Japan and other countries.

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促进日本医学生循证医学学习因素的质性研究。
目的:确定促进日本医科学生本科循证医学学习所需的要素。方法:基于个体半结构化访谈进行定性研究。参与者是在大学、教学医院或诊所工作的医生,他们向医科学生教授循证医学。有目的的抽样是通过研究人员的熟人通过电子邮件招募参与者。6名医生同意参加这项研究,并在2019年10月至2020年1月期间接受了单独采访。受访者被问及他们自己的循证医学学习和教学经历,他们在向医学生教授循证医学时记住了什么,以及他们认为需要改进当前的本科循证医学教育。采访被记录下来。使用主题分析对转录本进行分析。结果:主题分析提取了发现前景问题、观察榜样、主动学习、了解患者背景、理解学习循证医学的原因五个主题。推进医学生循证医学教育,首先需要学生积极参与临床实践,通过观察导师实践循证医学,发现前景问题。除了获得信息检索和批判性评价的技能外,了解患者的背景还可以了解学习循证医学的意义,从而提高学生学习循证医学的动机。结论:本研究确定了促进本科循证医学教育的五个主题。结合这些要素的课程开发将改善日本和其他国家的循证医学教育。
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来源期刊
International Journal of Medical Education
International Journal of Medical Education EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
3.90
自引率
3.20%
发文量
38
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