Critiquing and Communicating: Assessing the Impact of a Librarian/Physician-Led EBM Project on Medical Student Confidence around Critical Appraisal and Effective Patient Communication

Research output: Contribution to conferencePaper

Abstract

Objectives: To assess the impact of a 4-week evidence-based medicine (EBM) and health literacy assignment on medical students’ confidence to find, critically appraise and summarize literature and then appropriately communicate it to patients using plain language principles. The results will be used to evaluate and redesign the assignment, a 10+ year long collaboration between librarians and medical school faculty.

Methods: Third and fourth-year medical students completing a Family Medicine Clerkship were invited to complete an initial pre-test asking about their confidence applying EBM concepts and their ability to effectively communicate with patients using plain language concepts. The students then attended a small-group session on critical appraisal and health literacy concepts and completed an assignment to find the best evidence to answer a clinical question and write summaries for providers and patients. After completing the summaries, the students completed a post-test asking them to assess their confidence levels at the end of the course as well retrospectively assess their confidence at the beginning of the project. Demographic information, including medical specialization, was also gathered. Descriptive and inferential statistics were used to assess the magnitude and significance of any change in confidence and potential moderators, and analysis of subgroups was performed.

Results: 109 participants responded to both the pre- and post-tests. The survey results showed that the course increased student confidence in both applying EBM concepts and in health literacy and patient communication. The largest gains in confidence in applying EBM concepts were seen in assigning a strength of recommendation (18.7% increase) and formulating an answerable question (17.5%). The largest gains in confidence in health literacy and patient communication were seen in defining health literacy (28.3%) and in finding appropriate consumer resources for further information (18.3%). Both pre- and post-intervention, all students believed physicians in their chosen specialties were equally as good or better communicators as compared to physicians overall.

Conclusions: The course was well-received and had a positive impact on student confidence in applying EBM concepts and in health literacy and patient communication. Further analysis of the data is needed to inform future changes to the course delivery and content.
Original languageEnglish (US)
StatePublished - May 2018
EventMedical Library Association Annual Meeting: Adapting Transforming Leading - Atlanta, United States
Duration: May 18 2018May 23 2018

Conference

ConferenceMedical Library Association Annual Meeting
CountryUnited States
CityAtlanta
Period5/18/185/23/18

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Librarians
Health Literacy
Evidence-Based Medicine
Medical Students
Communication
Physicians
Students
Language
Medical Faculties
Aptitude
Medical Schools
Medicine
Demography

Cite this

Critiquing and Communicating: Assessing the Impact of a Librarian/Physician-Led EBM Project on Medical Student Confidence around Critical Appraisal and Effective Patient Communication. / Brown, Sarah J; Power, David V; Bakker, Caitlin J; Frenz, David A; Beattie, James W; Koffel, Jonathan B.

2018. Paper presented at Medical Library Association Annual Meeting, Atlanta, United States.

Research output: Contribution to conferencePaper

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title = "Critiquing and Communicating: Assessing the Impact of a Librarian/Physician-Led EBM Project on Medical Student Confidence around Critical Appraisal and Effective Patient Communication",
abstract = "Objectives: To assess the impact of a 4-week evidence-based medicine (EBM) and health literacy assignment on medical students{\^a}€™ confidence to find, critically appraise and summarize literature and then appropriately communicate it to patients using plain language principles. The results will be used to evaluate and redesign the assignment, a 10+ year long collaboration between librarians and medical school faculty.Methods: Third and fourth-year medical students completing a Family Medicine Clerkship were invited to complete an initial pre-test asking about their confidence applying EBM concepts and their ability to effectively communicate with patients using plain language concepts. The students then attended a small-group session on critical appraisal and health literacy concepts and completed an assignment to find the best evidence to answer a clinical question and write summaries for providers and patients. After completing the summaries, the students completed a post-test asking them to assess their confidence levels at the end of the course as well retrospectively assess their confidence at the beginning of the project. Demographic information, including medical specialization, was also gathered. Descriptive and inferential statistics were used to assess the magnitude and significance of any change in confidence and potential moderators, and analysis of subgroups was performed. Results: 109 participants responded to both the pre- and post-tests. The survey results showed that the course increased student confidence in both applying EBM concepts and in health literacy and patient communication. The largest gains in confidence in applying EBM concepts were seen in assigning a strength of recommendation (18.7{\%} increase) and formulating an answerable question (17.5{\%}). The largest gains in confidence in health literacy and patient communication were seen in defining health literacy (28.3{\%}) and in finding appropriate consumer resources for further information (18.3{\%}). Both pre- and post-intervention, all students believed physicians in their chosen specialties were equally as good or better communicators as compared to physicians overall.Conclusions: The course was well-received and had a positive impact on student confidence in applying EBM concepts and in health literacy and patient communication. Further analysis of the data is needed to inform future changes to the course delivery and content.",
author = "Brown, {Sarah J} and Power, {David V} and Bakker, {Caitlin J} and Frenz, {David A} and Beattie, {James W} and Koffel, {Jonathan B}",
year = "2018",
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language = "English (US)",
note = "Medical Library Association Annual Meeting : Adapting Transforming Leading ; Conference date: 18-05-2018 Through 23-05-2018",

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AU - Power, David V

AU - Bakker, Caitlin J

AU - Frenz, David A

AU - Beattie, James W

AU - Koffel, Jonathan B

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N2 - Objectives: To assess the impact of a 4-week evidence-based medicine (EBM) and health literacy assignment on medical students’ confidence to find, critically appraise and summarize literature and then appropriately communicate it to patients using plain language principles. The results will be used to evaluate and redesign the assignment, a 10+ year long collaboration between librarians and medical school faculty.Methods: Third and fourth-year medical students completing a Family Medicine Clerkship were invited to complete an initial pre-test asking about their confidence applying EBM concepts and their ability to effectively communicate with patients using plain language concepts. The students then attended a small-group session on critical appraisal and health literacy concepts and completed an assignment to find the best evidence to answer a clinical question and write summaries for providers and patients. After completing the summaries, the students completed a post-test asking them to assess their confidence levels at the end of the course as well retrospectively assess their confidence at the beginning of the project. Demographic information, including medical specialization, was also gathered. Descriptive and inferential statistics were used to assess the magnitude and significance of any change in confidence and potential moderators, and analysis of subgroups was performed. Results: 109 participants responded to both the pre- and post-tests. The survey results showed that the course increased student confidence in both applying EBM concepts and in health literacy and patient communication. The largest gains in confidence in applying EBM concepts were seen in assigning a strength of recommendation (18.7% increase) and formulating an answerable question (17.5%). The largest gains in confidence in health literacy and patient communication were seen in defining health literacy (28.3%) and in finding appropriate consumer resources for further information (18.3%). Both pre- and post-intervention, all students believed physicians in their chosen specialties were equally as good or better communicators as compared to physicians overall.Conclusions: The course was well-received and had a positive impact on student confidence in applying EBM concepts and in health literacy and patient communication. Further analysis of the data is needed to inform future changes to the course delivery and content.

AB - Objectives: To assess the impact of a 4-week evidence-based medicine (EBM) and health literacy assignment on medical students’ confidence to find, critically appraise and summarize literature and then appropriately communicate it to patients using plain language principles. The results will be used to evaluate and redesign the assignment, a 10+ year long collaboration between librarians and medical school faculty.Methods: Third and fourth-year medical students completing a Family Medicine Clerkship were invited to complete an initial pre-test asking about their confidence applying EBM concepts and their ability to effectively communicate with patients using plain language concepts. The students then attended a small-group session on critical appraisal and health literacy concepts and completed an assignment to find the best evidence to answer a clinical question and write summaries for providers and patients. After completing the summaries, the students completed a post-test asking them to assess their confidence levels at the end of the course as well retrospectively assess their confidence at the beginning of the project. Demographic information, including medical specialization, was also gathered. Descriptive and inferential statistics were used to assess the magnitude and significance of any change in confidence and potential moderators, and analysis of subgroups was performed. Results: 109 participants responded to both the pre- and post-tests. The survey results showed that the course increased student confidence in both applying EBM concepts and in health literacy and patient communication. The largest gains in confidence in applying EBM concepts were seen in assigning a strength of recommendation (18.7% increase) and formulating an answerable question (17.5%). The largest gains in confidence in health literacy and patient communication were seen in defining health literacy (28.3%) and in finding appropriate consumer resources for further information (18.3%). Both pre- and post-intervention, all students believed physicians in their chosen specialties were equally as good or better communicators as compared to physicians overall.Conclusions: The course was well-received and had a positive impact on student confidence in applying EBM concepts and in health literacy and patient communication. Further analysis of the data is needed to inform future changes to the course delivery and content.

M3 - Paper

ER -