Skip to content Skip to navigation
University of Warwick
  • Study
  • |
  • Research
  • |
  • Business
  • |
  • Alumni
  • |
  • News
  • |
  • About

University of Warwick
Publications service & WRAP

Highlight your research

  • WRAP
    • Home
    • Search WRAP
    • Browse by Warwick Author
    • Browse WRAP by Year
    • Browse WRAP by Subject
    • Browse WRAP by Department
    • Browse WRAP by Funder
    • Browse Theses by Department
  • Publications Service
    • Home
    • Search Publications Service
    • Browse by Warwick Author
    • Browse Publications service by Year
    • Browse Publications service by Subject
    • Browse Publications service by Department
    • Browse Publications service by Funder
  • Help & Advice
University of Warwick

The Library

  • Login
  • Admin

How can we teach EBM in clinical practice? An analysis of barriers to implementation of on-the-job EBM teaching and learning

Tools
- Tools
+ Tools

Oude Rengerink, Katrien, Thangaratinam, S., Barnfield, Gemma, Suter, Katja, Horvath, Andrea R., Walczak, Jacek, Wełmińska, Anna, Weinbrenner, Susanne, Meyerrose, Berit, Arvanitis, Theodoros N., Ónody, Rita, Zanrei, Gianni, Kunz, Regina, Arditi, Chantal, Burnand, Bernard, Gee, Harry, Khan, Khalid Saeed and Mol, Ben W. J. (2011) How can we teach EBM in clinical practice? An analysis of barriers to implementation of on-the-job EBM teaching and learning. Medical Teacher, Volume 33 (Number 3). e125-e130. doi:10.3109/0142159X.2011.542520

Research output not available from this repository, contact author.
Official URL: http://dx.doi.org/10.3109/0142159X.2011.542520

Request Changes to record.

Abstract

Introduction: Evidence-based medicine (EBM) improves the quality of health care. Courses on how to teach EBM in practice are available, but knowledge does not automatically imply its application in teaching. We aimed to identify and compare barriers and facilitators for teaching EBM in clinical practice in various European countries.

Methods: A questionnaire was constructed listing potential barriers and facilitators for EBM teaching in clinical practice. Answers were reported on a 7-point Likert scale ranging from not at all being a barrier to being an insurmountable barrier.

Results: The questionnaire was completed by 120 clinical EBM teachers from 11 countries. Lack of time was the strongest barrier for teaching EBM in practice (median 5). Moderate barriers were the lack of requirements for EBM skills and a pyramid hierarchy in health care management structure (median 4). In Germany, Hungary and Poland, reading and understanding articles in English was a higher barrier than in the other countries.

Conclusion: Incorporation of teaching EBM in practice faces several barriers to implementation. Teaching EBM in clinical settings is most successful where EBM principles are culturally embedded and form part and parcel of everyday clinical decisions and medical practice.

Item Type: Journal Article
Divisions: Faculty of Science > WMG (Formerly the Warwick Manufacturing Group)
Journal or Publication Title: Medical Teacher
Publisher: Taylor & Francis
ISSN: 0142-159X
Official Date: 2011
Dates:
DateEvent
2011Published
Volume: Volume 33
Number: Number 3
Page Range: e125-e130
DOI: 10.3109/0142159X.2011.542520
Status: Peer Reviewed
Publication Status: Published
Access rights to Published version: Restricted or Subscription Access

Request changes or add full text files to a record

Repository staff actions (login required)

View Item View Item
twitter

Email us: wrap@warwick.ac.uk
Contact Details
About Us