A Pediatric-Based Instrument for Assessing Resident Education in EBP

• Main Authors: Lauren Chernick (Author), Martin Pusic (Author), Heather Liu (Author), Hector Vazquez (Author), Maria Kwok (Author)
• Format: Book
• Published: Association of American Medical Colleges, 2011-01-01T00:00:00Z.
• Subjects: article
• Online Access: Connect to this object online.

Summary

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.

Item Description

10.15766/mep_2374-8265.8168
2374-8265