Best Practices in Teaching Evidence-Based Medicine: An Observational Study of Entrustable Professional Activities (EPA) 7 in Clinical Clerkships

Wednesday, August 12, 2020

12:30 PM – 1:30 PM CT

Presenter and Author(s)

Catherine Pepper

Associate Professor/Coordinator of Library Field Services
Texas A&M University
Texas A&M University
Austin, TX

Author(s)

PG

Paul N. Gorman

Professor
Oregon Health & Science University
Portland, Oregon
Andrew S. Hamilton

Assistant Professor
Oregon Health & Science University
Portland, Oregon
Laura Zeigen, AHIP

Health Sciences Education and Research Librarian
Oregon Health & Science University
Portland, Oregon
Kelly Thormodson

Associate Dean and Director
Harrell Health Sciences Library Penn State University
Hershey, Pennsylvania
Kristine M. Alpi, AHIP

University Librarian
Oregon Health & Science University
Portland, Oregon
Esther E. Carrigan, AHIP

Professor
Texas A & M University Medical Sciences Library
Texas A&M University
College Station, Texas

Objectives: This qualitative study investigated how—and whether—EBM instruction, as described by AAMC’s EPA7(1), is incorporated into clinical clerkships. Objectives include: (1) Describe methods of teaching and assessing EBM competencies in clinical rotations; (2) Describe extent of librarians’ involvement with teaching EBM in clerkships; (3) Analyze gaps between existing and expected states in key elements of teaching EBM in clinical clerkships.

Methods: The investigator gained permission to follow clerkship faculty, residents, and students on clinical patient rounds and in didactic trainings on several services at a large public academic medical institution in Fall 2019 to observe instances of EBM teaching and practice. The investigator recorded demonstrations of EBM instruction, practice, and competency assessment as they occurred on a field guide, which was comprised of functions, competencies, and behaviors as described in EPA 7(1). Semi-structured interviews were conducted with medical librarians and clinical faculty. Questions covered frequency and depth of student exposure to EBM competencies as applied to patient cases, assessment methods, use of UpToDateTM as an equivalent to EBM, and extent of librarian involvement. Aggregated observations of functions, competencies, and behaviors were presented by status, and exemplars identified to highlight how observations corresponded to or conflicted with the interview data.

Results: Observations of clinical teaching were recorded in various activities in several clerkships. Data collection will conclude in November 2019. Final data analysis will be completed by February 2020 and results will be reported at the meeting.

Conclusions: Conclusions will be presented at the meeting.