How are "teaching the teachers" courses in evidence based medicine evaluated? A systematic review

Open Access
Authors
  • J. Walczak
  • A. Kaleta
  • E. Gabrys
  • K. Kloc
  • S. Thangaratinam
  • G. Barnfield
  • S. Weinbrenner
  • B. Meyerrose
  • T.N. Arvanitis
  • A.R. Horvath
  • G. Zanrei
  • R. Kunz
  • K. Suter
  • B. Burnand
  • C. Arditi
  • K. Oude Rengerink
  • G. Harry
  • B.W.J. Mol
  • K.S. Khan
Publication date 2010
Journal BMC Medical Education
Volume | Issue number 10 | 1
Pages (from-to) 64
Organisations
  • Faculty of Medicine (AMC-UvA)
Abstract
ABSTRACT: BACKGROUND: Teaching of evidence-based medicine (EBM) has become widespread in medical education. Teaching the teachers (TTT) courses address the increased teaching demand and the need to improve effectiveness of EBM teaching. We conducted a systematic review of assessment tools for EBM TTT courses.To summarise and appraise existing assessment methods for teaching the teachers courses in EBM by a systematic review. METHODS: We searched PubMed, BioMed, EmBase, Cochrane and Eric databases without language restrictions and included articles that assessed its participants. Study selection and data extraction were conducted independently by two reviewers. RESULTS: Of 1230 potentially relevant studies, five papers met the selection criteria. There were no specific assessment tools for evaluating effectiveness of EBM TTT courses. Some of the material available might be useful in initiating the development of such an assessment tool. CONCLUSION: There is a need for the development of educationally sound assessment tools for teaching the teachers courses in EBM, without which it would be impossible to ascertain if such courses have the desired effect
Document type Article
Published at
https://doi.org/10.1186/1472-6920-10-64 (Final published version)
Downloads
338658.pdf (Final published version)
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