Impact of deliberate practice on evidence-based medicine attitudes and behaviours of health care professionals
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Perspect Med Educ https://doi.org/10.1007/s40037-020-00634-9
Impact of deliberate practice on evidence-based medicine attitudes and behaviours of health care professionals Eelco Draaisma
· Lauren A. Maggio
· Jolita Bekhof · A. Debbie C. Jaarsma · Paul L. P. Brand
Received: 24 November 2019 / Revised: 24 September 2020 / Accepted: 5 November 2020 © The Author(s) 2020
Abstract Introduction Although evidence-based medicine (EBM) teaching activities may improve short-term EBM knowledge and skills, they have little long-term impact on learners’ EBM attitudes and behaviour. This study examined the effects of learning EBM through stand-alone workshops or various forms of deliberate EBM practice. Methods We assessed EBM attitudes and behaviour with the evidence based practice inventory questionnaire, in paediatric health care professionals who had only participated in a stand-alone EBM workshop (controls), participants with a completed PhD in clinical research (PhDs), those who had completed part of their paediatric residency at a department (Isala Hospital) which systematically implemented EBM in its clinical and teaching activities (former Disclaimer The views expressed in this article are those of the authors and do not necessarily reflect the official policy or position of the Uniformed Services University of the Health Sciences, the U.S. Department of Defense, or the U.S. Government. E. Draaisma () · A. D. C. Jaarsma · P. L. P. Brand Lifelong Learning, Education & Assessment Research Network (LEARN), University Medical Centre Groningen, Groningen, The Netherlands [email protected] L. A. Maggio Department of Medicine, Uniformed Services University of the Health Sciences, Bethesda, USA E. Draaisma · J. Bekhof · P. L. P. Brand Women and Children’s Centre, Isala Hospital, Zwolle, The Netherlands P. L. P. Brand Isala Academy, Department of Medical Education and Faculty Development, Isala Hospital, Zwolle, The Netherlands
Isala residents), and a reference group of paediatric professionals currently employed at Isala’s paediatric department (current Isala participants). Results Compared to controls (n = 16), current Isala participants (n = 13) reported more positive EBM attitudes (p < 0.01), gave more priority to using EBM in decision making (p = 0.001) and reported more EBM behaviour (p = 0.007). PhDs (n = 20) gave more priority to using EBM in medical decision making (p < 0.001) and reported more EBM behaviour than controls (p = 0.016). Discussion Health care professionals exposed to deliberate practice of EBM, either in the daily routines of their department or by completing a PhD in clinical research, view EBM as more useful and are more likely to use it in decision making than their peers who only followed a standard EBM workshop. These findings support the use of deliberate practice as the basis for postgraduate EBM educational activities. Keywords Evidence-based medicine · Postgraduate medical education · Deliberate practice · Fourcomponent instructional design model
Introduction Evidence-based medicine (EB
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