A Pediatric-Based Instrument for Assessing Resident Education in EBP

Abstract

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.

Keywords

• Study Design
• Number Needed to Treat
• Probability
• Likelihood