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Journal of Medical Education

Abstract

Purpose: Understanding the main points of learning evidence-based medicine (EBM) is not always easy. The goal of this study was to evaluate whether adopting an interactive electronic book (e-book) approach for EBM related to clinical pediatric questions would have a better learning effect than PowerPoint for medical residents. Methods: An e-book was used for the study group, and PowerPoint was used for the control group. At the pediatric outpatient clinic, EBM skills were presented to postgraduate year 1 residents from a real-life pediatric patient case. Their skills were assessed through questionnaires both before and after class, as well as one week later with a Fresno test. The data were analyzed using t-test. Results: We observed no significant difference in the pre-test between the two groups, each of which had 60 residents (P = 0.394). The average satisfaction score of the e-book group was 95.0 points (on a scale of 100) and 40.0 points for the PowerPoint group. The interaction of the e-book benefited residents' learning improvement over the PowerPoint group in three key areas-forming an answerable question (P = 0.026), literature search skills (P = 0.005), and critical appraisal (P = 0.038). After one week, the Fresno test showed a significant difference between the two groups' understanding (P = 0.027). Conclusions: The integration of this interactive e-book model into clinical pediatric cases could increase residents' satisfaction in learning, improve their EBM skills, and ultimately be clinically useful.

First Page

39

Last Page

51

DOI

10.6145/jme.202003_24(1).0001

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