The Journal of the American Osteopathic Association, 2006/11, 106(11):658-662. doi: 10.7556/jaoa.2006.106.11.658, type of study: ,rct,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,

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Keywords:

curriculum [301]
evidence-based medicine [150]
osteopathic medicine [2108]
pilot study [215]
randomized controlled trial [947]
teaching [83]
undergraduate medical education [80]

Abstract:

CONTEXT: Critical appraisal is an important skill for medical students. A proposed curriculum may be an effective teaching tool. OBJECTIVE: To determine whether the teaching of critical appraisal can be successfully introduced into an osteopathic clinical clerkship in obstetrics and gynecology. DESIGN: Osteopathic medical students (N=77) were assigned by lottery to one of eight rotation groups during their clinical clerkship in obstetrics and gynecology. Four of these rotation groups received instruction in critical appraisal (study group; received evidence-based medicine [EBM] curriculum; n=38); the other four rotation groups did not (control group; received non-EBM; n=39). The ability of the study EBM group to critically analyze the literature was compared with that of the control (non-EBM) group on the basis of results of a multiple-choice examination. SETTING: The University of Medicine and Dentistry of New Jersey-School of Osteopathic Medicine clinical clerkship in obstetrics and gynecology. RESULTS: The median scores for critical analysis were 41 for the control group and 64 for the study group. This difference was statistically significant (P<.001). CONCLUSION: The teaching of critical appraisal can be successfully introduced into a clerkship in obstetrics and gynecology.