| 2461 Integrating Evidence-Based Decision Making into Curricula: Two Year Results | ||
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J.L. FORREST, S.A. MILLER, and L.E. SHARPE, University of Southern California School of Dentistry, Los Angeles, USA Objectives: The purpose of this three-phase interdisciplinary faculty development project were to increase the knowledge and practices of health professions faculty related to incorporating an evidence-based decision making approach [EBDM] into curricula through use of interactive teaching strategies. Methods: Phase I included pre-Institute assessments of EBDM knowledge, skills and teaching strategies, whereas Phase II was the onsite faculty development Institute [FDI] that involved learning basic EBDM principles and skills and developing an educational package. Phase III entailed integrating EBDM and active teaching techniques into curricula. Over a two-year period, 120 faculty from the U.S. and Puerto Rico participated. Results: Phase I baseline data indicated that faculty were unfamiliar with EBDM methodology as a framework for teaching clinical decision-making but were incorporating related skills, i.e., having students search and critique the literature. However faculty skills to formulate good questions and find valid evidence related to making decisions about patient care were weak. Phase II follow-up assessments indicated a statistically significant increase in EBDM knowledge, p<.001, and 100% agreed or strongly agreed that they were prepared to integrate EBDM into their courses. Although familiar with and using active teaching/learning strategies, 93% reported that they now were better prepared to use these strategies as well as new ones. FDI evaluations indicated significant increases in assignments, instructional techniques, and evaluation methods that faculty planned to use, p<.05. Conclusions: In order to assimilate evidence into practice, curricula and educational experiences need to be restructured so that students learn EBDM skills while in school. The three-phase process is one systematic approach to preparing and supporting faculty in making changes so that students are engaged in an active learning process and can apply EBDM principles in clinical decision-making. Short-term outcomes demonstrate that faculty are revising their courses and are satisfied with their changes and student performance. | ||
| Seq #227 - Education Research 1:45 PM-3:45 PM, Friday, 8 March 2002 San Diego Convention Center Room 12 (Mezzanine Level) | ||
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