This is a poster for a virtual presentation presented at the Medical Education Day at Yale

Gillette, Chris

Heer, Brittany

McDaniel, Jane

Roman, Chris

English

Digital Commons @ Butler University

Butler University Digital Commons @ Butler University Scholarship and Professional Work University Libraries 6-2021 Physician Assistant Student Perceptions of Evidence-Based Medicine Resources Brittany Heer Chris Roman Chris Gillette Jane McDaniel Follow this and additional works at: https://digitalcommons.butler.edu/librarian_papers  Part of the Health Sciences and Medical Librarianship Commons SCHOOL OF MEDICINEYaleTeaching and Learning CenterReferencesAcknowledgmentsPhysician Assistant Student Perceptions of Evidence-Based Medicine Resources1Brittany R. Heer, MLIS2Chris Roman, MA, MMS, PA-C3Chris Gillette, PhD4M. Jane McDaniel, MS, MLS(ASCP)SC1Butler University Libraries 2 Butler University Department of PA Studies3Wake Forest School of Medicine Department of PA Studies4Yale School of Medicine Physician Assistant Online ProgramBackgroundMethodsResultsConclusion● ARC-PA accreditation Standard (B2.13) requires instruction “to prepare students to search, interpret and evaluate the medical literature to include...the use of common databases to access medical literature.” ● PA programs and libraries have numerous options available for databases with which to search the medical literature ● This project was designed to answer the following research questions: (1) which EBM resources do students find most (and least) useful? (2) how do didactic PA students anticipate using EBM in their clinical rotations and future practice? ● Students at 3 PA programs completed an anonymous questionnaire at the end of their didactic EBM course● Questionnaire included preferences of commonly used secondary and tertiary literature (e.g., Pubmed, UpToDate, etc.)○ Ranking of most preferred (1) EBM resource to least preferred (8);○ Self-efficacy in searching and appraising the literature (5-pt Likert scale)○ Outcome expectations of EBM informing future patient care and increasing medical knowledge (5-pt Likert scale)○ Most important attributes of EBM resources (open-ended item)● One-way analysis of variance (ANOVA) was used to analyze between-group differences for self-efficacy and outcomes expectations● Thematic analysis identified major themes of attributes students found most important in EBM resources● 71 students had usable data (31.3% response rate)● Students’ most preferred EBM resource was UpToDate (mean=1.1) and least preferred was Trip Medical Database (mean=6.7) (Figure 1)● On average, students reported being moderately to very confident in their ability searching (mean=3.3, SD=0.7)and appraising the literature (mean=3.2, SD=0.8) (Figure 2)● There were no between-group differences among the 3 programs in self-efficacy of searching the literature, appraising the literature, and outcomes expectations of EBM informing patient care and informing future prescribing decisions (all p>0.05)● Most important student-identified attributes in an EBM resource was ease of use and reliability/quality of the information presented (Figure 3)● There is appreciable heterogeneity in the attributes of an EBM resource that PA students find most important● PA students most valued ease of use compared to other attributes, such as quality of the information● Despite different training modalities, there were no statistically significant differences in self-efficacy among the 3 groups of PA students● PA students value the role of EBM in future clinical practice but there is room to improve training to enhance their confidence searching and appraising the literature1.  White DM, Stephens P. State of Evidence-Based Practice in Physician Assistant Education. J Physician Assist Educ. 2018;29(1):12-18.2.  Accreditation Review Commission on Education for the Physician Assistant (ARC-PA). Accreditation Standards for Physician Assistant Education. 5th ed. Johns Creek, GA: ARC-PA; 2020.3.  Stack MA, DeLellis NO, Boeve W, Satonik R. Effects of Teaching Evidence-Based Medicine on Physician Assistant Students′ Critical Appraisal, Self-Efficacy, and Clinical Application: A Randomized Controlled Trial. J Physician Assist Educ. 2020;31(3):159-165.

Physician Assistant Student Perceptions of Evidence-Based Medicine Resources

https://digitalcommons.butler.edu/cgi/viewcontent.cgi?article=1081&context=librarian_papers

Physician Assistant Student Perceptions of Evidence-Based Medicine Resources

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