Asset Details
Do you wish to reserve the book?
8449 Implementing evidence based medicine into paediatric training: a peer-to-peer teaching programme
Hey, we have placed the reservation for you!
By the way, why not check out events that you can attend while you pick your title.
Oops! Something went wrong.
Looks like we were not able to place the reservation. Kindly try again later.
Are you sure you want to remove the book from the shelf?
8449 Implementing evidence based medicine into paediatric training: a peer-to-peer teaching programme
Do you wish to request the book?
8449 Implementing evidence based medicine into paediatric training: a peer-to-peer teaching programme
Please be aware that the book you have requested cannot be checked out. If you would like to checkout this book, you can reserve another copy
We have requested the book for you!
Your request is successful and it will be processed during the Library working hours. Please check the status of your request in My Requests.
Oops! Something went wrong.
Looks like we were not able to place your request. Kindly try again later.
Journal Article
8449 Implementing evidence based medicine into paediatric training: a peer-to-peer teaching programme
2025
Overview
IntroductionThe skill of critical appraisal is essential in informing clinical decision-making. This is an area that is all too often overlooked within teaching programmes. Incorporating Evidence- Based Medicine into trainees’ educational programmes not only enhances trainee knowledge but also patient outcomes. We launched a series of peer-to-peer teaching sessions aimed at improving the integration of Evidence-Based Medicine skills into local paediatric training, enhancing engagement with the RCPCH e- portfolio and improving trainee confidence in their critical appraisal skills.MethodsWe designed and delivered an 8-session peer-to-peer teaching program focused on key aspects of Evidence-Based Medicine (EBM) for trainees at Lister Hospital. Foundation doctors, resident doctors, and clinical fellows participated, with each session incorporating teaching slides and peer-led group discussions. Self-rated confidence in critical appraisal skills was assessed using pre- and post-session questionnaire responses on a 5-point Likert scale.ResultsWe collected 38 trainee responses over the 8- session programme. 39% were from Paediatric Resident doctors; the remainder from foundation trainees, GP trainees and clinical fellows. Post-programme, the proportion of trainees performing formal evidence searches ‘sometimes’ rose from 32% to 50%. Those doing so ‘often’ or ‘daily’ increased from 14% to 25%. Prior to our programme, only one paediatric trainee had logged a clinical question onto the RCPCH e-Portfolio. Six paediatric trainees had logged clinical questions onto the RCPCH e- Portfolio post- programme. Average self-rated confidence levels (assessed using a Likert scale) across all domains of critical appraisal improved from 3.0 pre- programme to 3.45 post- programme. Trainees’ most popular suggestions for continued inclusion of EBM into training included incorporation of EBM into the departmental grand round teaching programme (suggested by 91% of participants), use of the RCPCH e- portfolio to regularly log clinical questions (suggested by 27%) and participating in Shared Learning Events (SLEs, suggested by 73%).ConclusionOur project highlighted strong trainee interest in improving knowledge of EBM alongside a notable increase in trainees’ confidence in application of critical appraisal skills. As a result of our programme, engagement with the RCPCH e- Portfolio also increased, with more trainees aware of capabilities such as logging clinical questions. Moving forward, we plan to integrate EBM teaching into the departmental curriculum, making it a key feature of both paediatric and neonatal grand round sessions.
Publisher
BMJ Publishing Group LTD
Subject
