COURSE DESCRIPTION

Design and development of the EBM modules for online courses is based on an educationally sound methodology including the following domains:

• Identification of EBM needs
• Formulation of the aims, objectives and learning outcomes of the curriculum
• Development and organization of the content of the curriculum
• Development of the teaching methods
• Definition of the educational strategy and educational environment
• Definition of the assessment strategy.
• Communication of the curriculum to learners
• The overall management of the process.

Aim: To familiarize course participants with evidence based medicine (EBM) basics to help incorporate evidence from systematic reviews into practice.

Learning objectives:

Upon the completion of the course, participants should be competently able to:

• generate structured questions arising from clinical problems in practice
• search relevant literature, identifying systematic reviews wherever possible
• assess the quality (validity) of systematic reviews and primary research included within them
• assess the applicability of research findings in clinical practice
• effectively implement the output from above activities into clinical practice

Reading/Learning Resource:

1. A study guide outlining the course and providing learning exercises/assignments. 2. E-learning modules

Learning/teaching methods:

1. Participant initiated (tutor facilitated) small group work and one-to-one teaching and learning in a clinical setting. 2. Clinical tutor will guide participants in a clinical setting:

• Identifying learning opportunities in a clinical setting
• Directing appropriate use of learning resources
• Providing feedback on learning exercises/assignments

3. Participants will pursue independent study using the study guide and e-learning modules directed/facilitated by the clinical tutor and will undertake summative assessments 4. Formative: Feedback on assignments recorded in the study guide 5. Summative: Multiple choice questions to test knowledge; Questionnaire to test attitudes

Organization of the content and teaching methods:

At the beginning of the course, learners and facilitators receive a handbook with the overall aims and objectives of the curriculum and modules, relevant additional methodological and clinical papers, an outline of the teaching, learning and assessment strategy, and its timetable. Order and sequence of the teaching session sensure that the prerequisites and the basic content appear first while more advanced content appears later.

E- Learning course for EBM :

• Teaching of EBM steps exploiting educational opportunities in six different clinical settings.
• Video clips demonstrating EBM teaching in everyday clinical practice.
• Each module is formally assessed.
• E-learning sessions designed to allow learning in the workplace during short breaks
• Option to interrupt and restart learning flexibly.
• Self-directed, independent e-learning via the Internet or CD-ROM.
• The e-learning materials consist of slides and written scripts; a talking head ; video
• The e-curriculum will be developed for access by website, Video Podcasts, CD ROM.

What is the target audience?

• Physician
• Clinical practitioners
• Healthcare workers
• Researchers
• Paramedics
• Physiotherapists
• Dentist
• Policy makers