PT  - JOURNAL ARTICLE
AU  - Potomkova, Jarmila
AU  - Mihal, Vladimir
AU  - Zapletalova, Jirina
AU  - Subova, Dana
TI  - INTEGRATION OF EVIDENCE-BASED PRACTICE IN BEDSIDE TEACHING PAEDIATRICS SUPPORTED BY E-LEARNING
DP  - 2010 Mar 1
TA  - Biomedical papers
PG  - 83--87
VI  - 154
IP  - 1
AID - 10.5507/bp.2010.014
IS  - 12138118
AB  - Background: Bedside teaching with evidence-based practice elements, supported by e-learning activities, can play an important role in modern medical education. Teachers have to incorporate evidence from the medical literature to increase student motivation and interactivity.
Materials and Methods: An integral part of the medical curricula at Palacky University Olomouc (Czech Republic) are real paediatric scenarios supplemented with a review of current literature to enhance evidence-based bedside teaching & learning. Searching for evidence is taught through librarian-guided interactive hands-on sessions and/or web-based tutorials followed by clinical case presentations and feedback.
Results: Innovated EBM paediatric clerkship demonstrated students' preferences towards web-based interactive bedside teaching & learning. In two academic years (2007/2008, 2008/2009), learning-focused feedback from 106 and 131 students, resp. was obtained about their attitudes towards evidence-based bedside teaching. The assessment included among others the overall level of instruction, quality of practical evidence-based training, teacher willingness and impact of instruction on increased interest in the specialty. There was some criticism about excessive workload. A parallel survey was carried out on the perceived values of different forms of information skills training (i.e. demonstration, online tutorials, and librarian-guided interactive search sessions) and post-training self-reported level of search skills.
Conclusion: The new teaching/learning paediatric portfolio is a challenge for further activities, including effective knowledge translation, continuing medical & professional development of teachers, and didactic, clinically integrated teaching approaches.