Peneliti Mears, berperan aktif dalam : The 10th Jakarta Meeting on Medical Education 6-8 Oktober 2017 FK UI Jakarta.
Judul makalah yang dipublikasikan pada acara tersebut adalah: “Assessing evidence-based practce (EBP) teaching and learning in medical education.”
ASSESSING EVIDENCE-BASED PRACTICE (EBP) TEACHING AND LEARNING IN MEDICAL EDUCATION
Prihanti GS
Faculty of Medicine Universityof Muhammadiyah Malang
Evidence-based practice (EBP) represents a critical skill as professional organizations have called for increased training in EBP for all health care professions and at all levels of education. As educators in Faculty of Medicine University of Muhammadiyah Malang (FMUMM) implement EBP training, there exist a need to evaluate the programmatic impact of new curricula and to document the competence of individual trainees. EBP training assissted by Medical and Health Research Statistics (MEARS) staff.
A cross sectional study was conducted on 495 medical student in FMUMM consist of clinical rotation, fourth year, third year, and second year. The study subjects were distributed questionnaire that consisted of 53 question which related to the knowledge, future use, attitudes, personal application and use of EBP. EBP module given as introduction lecture in first year, clinical scenario and hands on approach start in third year until fourth year. In clinical rotation, EBP module not specifically given.
The mean EBP score of medical students in clinical rotation were higherthan those in preclinical. From Anova test, the result showed there is significant differences of EBP score between years (p 0,000). EBP score of medical student in clinical rotation not significantly different with fourth year (p 0,024) but significantly different with second and third year (p 0,000). EBP fourth year is significantly different with third and second year (p 0,006; p 0,000). Second and third year is not significantly different (p 1).
There exist a need to improve the EBP curricula. Spiral curriculum, contextual learning, various learning method, EBP module in clinical rotation, increasing practical exercises and spreading the EBP are important. with increased time allotted for the module, increasing practical exercises using contextual data and, include EBP module in clinical rotation are important.
MEARS
