See the published version of this preprint at BMC Research Notes.
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Research note
Taha Nasiri
Baqiyatallah University of Medical Sciences
Corresponding Author
ORCiD: https://orcid.org/0000-0002-7236-6920
License:
This work is licensed under a CC BY 4.0 License. Read Full License
Objective
This study examined the effects of two evidence-based practice (EBP) educational programs for postgraduate medical residents on their attitude, behavior, knowledge, outcome, and competencies in EBP.
Results
Thirty-nine and thirty postgraduate medical residents were recruited for the active intervention and passive intervention groups. 66.6% of the active group participants and 66.6% of participants in the passive group were males (p>0.05). Participants in the active group were significantly younger than the passive group (p<0.0001). The active and passive intervention groups were not significantly different from each other at the baseline in the EBP-KABQ questionnaire (p>0.05). However, most questions were significantly different from the pre-intervention measurement and the passive intervention group after the educational intervention. Before the educational intervention, both groups had similar ACE tool scores (4.14 ± 1.72 in the active group vs. 4.79 ± 0.94 in the passive group, p>0.05). However, educational intervention in both groups led to a significant difference between groups (8.86 ± 2.62 vs. 7.31 ± 2.92, p= 0.029, in the active and passive group, respectively). Paired t-test analysis revealed that our intervention has lead to a significant increase in ACE tool scores in both groups (p<0.000, in both groups).
Keywords
Postgraduate medical education, Evidence-based practice, Medical education
This is a list of supplementary files associated with this preprint. Click to download.
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CURRENT STATUS: Published
View the published article at BMC Research Notes.
Version 1
Posted 02 Apr, 2021
No community comments so far
Reviewer #1 agreed
On 07 May, 2021
Reviewers invited
Invitations sent on 24 Feb, 2021
Editor assigned
On 23 Feb, 2021
Submission checks complete
On 23 Feb, 2021
Editor invited
On 23 Feb, 2021
First submitted
On 17 Feb, 2021
Metrics
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PDF Downloads: ...
HTML Views: ...
Subject Areas
Health Economics & Outcomes Research
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A new preprint design is coming!
We have improved readability, clarity, accessibility, and opportunities for engagement.
See the published version of this preprint at BMC Research Notes.
This is a preprint, a preliminary version of a manuscript that has not completed peer review at a journal. Research Square does not conduct peer review prior to posting preprints. The posting of a preprint on this server should not be interpreted as an endorsement of its validity or suitability for dissemination as established information or for guiding clinical practice.
Learn more about In Review
Research note
Taha Nasiri
Baqiyatallah University of Medical Sciences
Corresponding Author
ORCiD: https://orcid.org/0000-0002-7236-6920
Badges
Prescreen
This manuscript passed our Prescreen assessment
Complete author information
Appropriate declaration statements
Potential risks to human health
Prescreen
Peer Review Timeline
CURRENT STATUS: Published
View the published article at BMC Research Notes.
Version 1
Posted 02 Apr, 2021
No community comments so far
Reviewer #1 agreed
On 07 May, 2021
Reviewers invited
Invitations sent on 24 Feb, 2021
Editor assigned
On 23 Feb, 2021
Submission checks complete
On 23 Feb, 2021
Editor invited
On 23 Feb, 2021
First submitted
On 17 Feb, 2021
Metrics
Comments: 0
PDF Downloads: ...
HTML Views: ...
Subject Areas
Health Economics & Outcomes Research
License:
This work is licensed under a CC BY 4.0 License. Read Full License
View the published article at BMC Research Notes.
Objective
This study examined the effects of two evidence-based practice (EBP) educational programs for postgraduate medical residents on their attitude, behavior, knowledge, outcome, and competencies in EBP.
Results
Thirty-nine and thirty postgraduate medical residents were recruited for the active intervention and passive intervention groups. 66.6% of the active group participants and 66.6% of participants in the passive group were males (p>0.05). Participants in the active group were significantly younger than the passive group (p<0.0001). The active and passive intervention groups were not significantly different from each other at the baseline in the EBP-KABQ questionnaire (p>0.05). However, most questions were significantly different from the pre-intervention measurement and the passive intervention group after the educational intervention. Before the educational intervention, both groups had similar ACE tool scores (4.14 ± 1.72 in the active group vs. 4.79 ± 0.94 in the passive group, p>0.05). However, educational intervention in both groups led to a significant difference between groups (8.86 ± 2.62 vs. 7.31 ± 2.92, p= 0.029, in the active and passive group, respectively). Paired t-test analysis revealed that our intervention has lead to a significant increase in ACE tool scores in both groups (p<0.000, in both groups).
This is a list of supplementary files associated with this preprint. Click to download.
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