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Association: Name: American Association of Colleges of Pharmacy URL: http://www.aacp.org
Citation: URL: http://www.allacademic.com/meta/p118348_index.html Direct Link: HTML Code:

gardner, alice., Bond, Irena. and Lahoz, Monina. "Assessing Pharmacy Students’ Ability in Evidence Based Medicine (EBM)." Paper presented at the annual meeting of the American Association of Colleges of Pharmacy, Sheraton San Diego Hotel & Marina, San Diego, California, USA, Jul 05, 2006 <Not Available>. 2009-05-25 <http://www.allacademic.com/meta/p118348_index.html>

gardner, a. j., Bond, I. and Lahoz, M. R. , 2006-07-05 "Assessing Pharmacy Students’ Ability in Evidence Based Medicine (EBM)." Paper presented at the annual meeting of the American Association of Colleges of Pharmacy, Sheraton San Diego Hotel & Marina, San Diego, California, USA <Not Available>. 2009-05-25 from http://www.allacademic.com/meta/p118348_index.html

Publication Type: Abstract Abstract: Objectives: (1) To assess pharmacy students’ knowledge and skills in four EBM domains – formulate a clinical question, conduct efficient searches for the best evidence for that question, critically appraise the evidence, and apply the evidence to solve the problem – using the Fresno test of EBM; and (2) to assess the effectiveness of an elective course, “Evidence Based Pharmacology”, in developing EBM ability. Methods: In Weeks 1 and 15 of the spring 2006 semester, the Fresno test will be administered to students enrolled in the elective course (intervention group) and to volunteer students enrolled in a traditional didactic, required pharmacology course (control group). In the elective course, students will use the EBM Method (Sackett 1996) to solve four clinical pharmacology problems. The mean pre- and post-test Fresno scores within and between the two groups will be compared using the t-test. Results: Twenty students took the Fresno test in Week 1: 11 in the intervention group and 9 in the control group. Their tests were scored using standardized grading rubrics. An analysis of the pre-test scores showed that students’ ability in the EBM domains were either in the “not evident” or “limited response” category. There was no significant difference in the mean scores between the two groups in any of the EBM domains. Implications: The results of this study may demonstrate the usefulness of the Fresno test in assessing students’ EBM knowledge and skills. Findings on the four EBM domains may help identify strengths and weaknesses in a PharmD curriculum.

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