03844nam a22001697a 4500003000400000005001700004008004100021245016200062520320800224580006203432650003903494650002903533650002303562700003303585700003003618700002603648DOH20210413140329.0210413b           ||||| |||| 00| 0 eng d04aThe triumphs and travails of teaching evidence-based medicine in residency training : bA formative evaluation /cLeilanie Apostol-Nicodemus [and two others]3 aBackground: An upsurge of the applications of evidence-based medicine principles to clinical practice was observed. However, critics of this paradigm have emerged stating that the stringent application of evidence is not possible in a practice that is so complex and diverse. Hence, this paper attempts to evaluate evidence-based medicine as part of the curriculum of the residency-training program of family medicine.

Objective: To evaluate the teaching-learning process, structures and intermediate outcomes of evidence-based medicine program on a family and community medicine residency training.

Study Design: Mixed qualitative and quantitative research methodologies were used following decision-facilitation evaluation framework with major components consisting of program process, structures and intermediate outcomes through a structured questionnaire, focused group discussion and direct observation conducted among the 36 residents and also a review of educational, administrative and clinical structures identified in the annual report of the Department.

Main Outcome Measures: A descriptive summary of the present teaching-learning process, program structure and intermediate outcome indicators of the evidence based medicine program in the residency training were measured through an exploration of the residents knowledge, attitudes and practices regarding the application of evidence-based medicine concepts taught to them in actual clinical practice, direct observation of how the sessions are conducted and document review.

Results: The objectives of the learning-teaching activities on EBM is congruent to the vision/mission of the Department and organizational change including recruitment of new faculties, enrollment of senior residents in the two-track residency, allotment of protected time for doing EBM learning process and EBM in the faculty development are shown to have facilitated the implementation. There is an absence of separate instructional design, evaluation and feedback posed as a weakness. In the residents perceptions on the teaching-learning activities, 82 percent of the residents enjoyed the activities and workshops conducted for EBM-QA-Research. All respondents (100 percent) perceived EBM activities as relevant to their training but only 61 percent would actually actively participate in group discussions and only 58 percent would actually be willing to become facilitators in future EBM-QA activities. Focused group discussion conducted confirmed the findings of the questionnaire whereby residents agreed that their knowledge and skills improved but actual application given the constraints of time and limited technology has been a barrier.

Conclusion: The present teaching-learning strategies employed in teaching EBM-QA in the residency training program has been satisfactory in terms of enhancing knowledge and skills. Consistency of the programs objectives to the vision/mission of the Department and logistic support facilitated the implementation. Absence of separate instructional design, evaluation and feedback that would promote attitudinal change and facilitate applications of concepts learned into practice are lacking in the program.  aThe Filipino Family Physician, 2003  41 ( 1 ) pages 39-45 2aEvidence-Based Medicinexeducation 2aInternship and Residency 2aProgram Evaluation1 aApostol-Nicodemus, Leilanie 1 aLavina,  Shiela Marie S. 1 aAlba, Ma. Elinore M.