A Pediatric-Based Instrument for Assessing Resident Education in EBP
Abstract Introduction We aimed to develop and validate a pediatrics-based assessment tool of evidence-based practice (EBP) knowledge and skills on pediatric residents. Methods We designed an assessment instrument composed of items in four categories: demographics, comfort level, self-reported practi...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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Association of American Medical Colleges
2011-01-01
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| Series: | MedEdPORTAL |
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| Online Access: | http://www.mededportal.org/doi/10.15766/mep_2374-8265.8168 |
| _version_ | 1818400392706260992 |
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| author | Lauren Chernick Martin Pusic Heather Liu Hector Vazquez Maria Kwok |
| author_facet | Lauren Chernick Martin Pusic Heather Liu Hector Vazquez Maria Kwok |
| author_sort | Lauren Chernick |
| collection | DOAJ |
| description | Abstract Introduction We aimed to develop and validate a pediatrics-based assessment tool of evidence-based practice (EBP) knowledge and skills on pediatric residents. Methods We designed an assessment instrument composed of items in four categories: demographics, comfort level, self-reported practice of EBP, and EBP knowledge. The last section required participants to identify best evidence and study design using pediatric-based scenarios, develop searchable questions, and use existing published research to address diagnostic and treatment issues. Results We administered the instrument to four groups: preclinical medical students (MS2), incoming pediatric interns (PGY1), incoming second- and third-year pediatric residents (PGY2/3), and expert tutors (EXP). In total, 56 subjects completed tests (MS2, n = 13; PGY1, n = 13; PGY2/3, n = 22; expert, n = 8). Internal reliability was good, with Cronbach alpha = .80. Interrater reliability was high (k = 0.94). Items were free of floor or ceiling effects. Comfort level and self-reported practice of EBP increased with expertise level and prior EBP experience (P < .01). Scores on the knowledge section (out of 50 +/− SD) rose with training level (MS2, 14.8 +/− 5.7; PGY1, 22.2 +/− 3.4; PGY2/3, 31.7 +/− 6.1; experts, 43 +/− 4.0; P < .01). Scores also correlated with prior EBP education. Discussion We have developed a reliable and valid instrument to assess knowledge and skill in EBP taught to pediatric residents. This instrument can aid pediatric educators in monitoring the impact of the EBP curriculum. |
| first_indexed | 2024-12-14T07:35:51Z |
| format | Article |
| id | doaj.art-079e0fb843f4421c90be4da3aeed0673 |
| institution | Directory Open Access Journal |
| issn | 2374-8265 |
| language | English |
| last_indexed | 2024-12-14T07:35:51Z |
| publishDate | 2011-01-01 |
| publisher | Association of American Medical Colleges |
| record_format | Article |
| series | MedEdPORTAL |
| spelling | doaj.art-079e0fb843f4421c90be4da3aeed06732022-12-21T23:11:11ZengAssociation of American Medical CollegesMedEdPORTAL2374-82652011-01-01710.15766/mep_2374-8265.8168A Pediatric-Based Instrument for Assessing Resident Education in EBPLauren Chernick0Martin Pusic1Heather LiuHector VazquezMaria Kwok21 Columbia University College of Physicians and Surgeons2 Columbia Presbyterian3 Columbia PresbyterianAbstract Introduction We aimed to develop and validate a pediatrics-based assessment tool of evidence-based practice (EBP) knowledge and skills on pediatric residents. Methods We designed an assessment instrument composed of items in four categories: demographics, comfort level, self-reported practice of EBP, and EBP knowledge. The last section required participants to identify best evidence and study design using pediatric-based scenarios, develop searchable questions, and use existing published research to address diagnostic and treatment issues. Results We administered the instrument to four groups: preclinical medical students (MS2), incoming pediatric interns (PGY1), incoming second- and third-year pediatric residents (PGY2/3), and expert tutors (EXP). In total, 56 subjects completed tests (MS2, n = 13; PGY1, n = 13; PGY2/3, n = 22; expert, n = 8). Internal reliability was good, with Cronbach alpha = .80. Interrater reliability was high (k = 0.94). Items were free of floor or ceiling effects. Comfort level and self-reported practice of EBP increased with expertise level and prior EBP experience (P < .01). Scores on the knowledge section (out of 50 +/− SD) rose with training level (MS2, 14.8 +/− 5.7; PGY1, 22.2 +/− 3.4; PGY2/3, 31.7 +/− 6.1; experts, 43 +/− 4.0; P < .01). Scores also correlated with prior EBP education. Discussion We have developed a reliable and valid instrument to assess knowledge and skill in EBP taught to pediatric residents. This instrument can aid pediatric educators in monitoring the impact of the EBP curriculum.http://www.mededportal.org/doi/10.15766/mep_2374-8265.8168Study DesignNumber Needed to TreatProbabilityLikelihood |
| spellingShingle | Lauren Chernick Martin Pusic Heather Liu Hector Vazquez Maria Kwok A Pediatric-Based Instrument for Assessing Resident Education in EBP MedEdPORTAL Study Design Number Needed to Treat Probability Likelihood |
| title | A Pediatric-Based Instrument for Assessing Resident Education in EBP |
| title_full | A Pediatric-Based Instrument for Assessing Resident Education in EBP |
| title_fullStr | A Pediatric-Based Instrument for Assessing Resident Education in EBP |
| title_full_unstemmed | A Pediatric-Based Instrument for Assessing Resident Education in EBP |
| title_short | A Pediatric-Based Instrument for Assessing Resident Education in EBP |
| title_sort | pediatric based instrument for assessing resident education in ebp |
| topic | Study Design Number Needed to Treat Probability Likelihood |
| url | http://www.mededportal.org/doi/10.15766/mep_2374-8265.8168 |
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