Yixue xinzhi zazhi (Oct 2023)

Systematic review on the design and optimization of teaching evaluation tools for evidence-based medicine

  • Yun-Yun WANG,
  • Ying-Hui JIN,
  • Yi GUO,
  • Yong-Bo WANG,
  • Xian-Tao ZENG

DOI
https://doi.org/10.12173/j.issn.1004-5511.
Journal volume & issue
Vol. 33, no. 5
pp. 395 – 408

Abstract

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Objective To compare and analyze the characteristics of the teaching evaluation tools for evidence-based medicine(EBM) in recent 5 years, so as to provide suggestions for further design and optimization of curriculum evaluation methods. Methods PubMed, Web of Science, Chinese biomedical literature database, CNKI, Wanfang database were searched from January 1, 2018 to September 16, 2022. Two researchers screened the literature, extracted the objects, focused topics, psychometric indicators, item contents, etc. of the tools, and made a comprehensive analysis of the existing tools. Results 16 articles (involving 14 tools) were finally included, all of which were reliable. Among them, 11 tools focus on the mastery level of the respondents' knowledge and (or) skills related to evidence-based medicine (the number of items ranges from 6 to 24), mostly involving the comprehensive cognition of evidence-based medicine, the understanding of common terms, the judgment of key concepts, the sharing and application of evidence-based practice, etc., and the evaluation criteria are mostly the judgment of right and wrong, self-evaluation, and the objective evaluation of feedback content; 7 tools focus on the true attitude of the respondents to the evidence-based practice (the number of items ranges from 3 to 21), and the evaluation criteria are mostly subjective intention options; 4 tools are used to understand the implementation frequency, time allocation and sharing of key links of evidence-based practice by the respondents (the number of items ranges from 6 to 18). The evaluation criteria are mostly subjective choices of frequency. Conclusion The questionnaire of knowledge/skills and their attitudes and behaviors can be used as an auxiliary tool in the evaluation of EBM courses. However, it is still necessary to further optimize the content and proportion of items according to the teaching characteristics and goals of the teaching objects, and develop monitoring and evaluation tools for the teaching process of evidence-based medicine curriculum.

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