TY - JOUR
T1 - How are "teaching the teachers" courses in evidence based medicine evaluated? A systematic review
AU - Walczak, Jacek
AU - Kaleta, Anna
AU - Gabryś, Elzbieta
AU - Kloc, Krzysztof
AU - Thangaratinam, Shakila
AU - Barnfield, Gemma
AU - Weinbrenner, Susanne
AU - Meyerrose, Berit
AU - Arvanitis, Theodoros N.
AU - Horvath, Andrea R.
AU - Zanrei, Gianni
AU - Kunz, Regina
AU - Suter, Katja
AU - Burnand, Bernard
AU - Arditi, Chantal
AU - Oude Rengerink, Katrien
AU - Harry, Gee
AU - Mol, Ben W.J.
AU - Khan, Khalid S.
PY - 2010/10/1
Y1 - 2010/10/1
N2 - Background: Teaching of evidence-based medicine (EBM) has become widespread in medical education. Teaching the teachers (TTT) courses address the increased teaching demand and the need to improve effectiveness of EBM teaching. We conducted a systematic review of assessment tools for EBM TTT courses. To summarise and appraise existing assessment methods for teaching the teachers courses in EBM by a systematic review. Methods: We searched PubMed, BioMed, EmBase, Cochrane and Eric databases without language restrictions and included articles that assessed its participants. Study selection and data extraction were conducted independently by two reviewers. Results: Of 1230 potentially relevant studies, five papers met the selection criteria. There were no specific assessment tools for evaluating effectiveness of EBM TTT courses. Some of the material available might be useful in initiating the development of such an assessment tool. Conclusion: There is a need for the development of educationally sound assessment tools for teaching the teachers courses in EBM, without which it would be impossible to ascertain if such courses have the desired effect.
AB - Background: Teaching of evidence-based medicine (EBM) has become widespread in medical education. Teaching the teachers (TTT) courses address the increased teaching demand and the need to improve effectiveness of EBM teaching. We conducted a systematic review of assessment tools for EBM TTT courses. To summarise and appraise existing assessment methods for teaching the teachers courses in EBM by a systematic review. Methods: We searched PubMed, BioMed, EmBase, Cochrane and Eric databases without language restrictions and included articles that assessed its participants. Study selection and data extraction were conducted independently by two reviewers. Results: Of 1230 potentially relevant studies, five papers met the selection criteria. There were no specific assessment tools for evaluating effectiveness of EBM TTT courses. Some of the material available might be useful in initiating the development of such an assessment tool. Conclusion: There is a need for the development of educationally sound assessment tools for teaching the teachers courses in EBM, without which it would be impossible to ascertain if such courses have the desired effect.
UR - http://www.scopus.com/inward/record.url?scp=77957145235&partnerID=8YFLogxK
U2 - 10.1186/1472-6920-10-64
DO - 10.1186/1472-6920-10-64
M3 - Article
C2 - 20920240
AN - SCOPUS:77957145235
SN - 1472-6920
VL - 10
JO - BMC Medical Education
JF - BMC Medical Education
IS - 1
M1 - 64
ER -