A train-the-trainer model for integrating evidence-based medicine training into podiatric medical education.
This article presents the development, implementation, and evaluation of a national evidence-based medicine faculty-development program for podiatric medical educators. Ten faculty members representing six accredited colleges of podiatric medicine, one podiatric medical residency program, and a Veterans Affairs podiatry service participated in a 2-day workshop, which included facilitated discussions, minilectures, hands-on exercises, implementation planning, and support after the workshop. Participants' evidence-based medicine skills were measured by retrospective self-reported ratings before and after the workshop. Participants also reported their implementation of "commitments to change" on follow-up surveys at 3 and 12 months. Participants' evidence-based medicine practice and teaching skills improved after the intervention. They listed a total of 84 commitments to change, most of which related to the program objectives. By 12 months after the workshop, participants as a group had fully implemented 24 commitments (32%), partially implemented 36 (48%), and failed to implement 15 (20%) of a total of 75 commitments with follow-up data. The most common barriers to change at 12 months were insufficient resources, systems problems, and short patient visit times. A train-the-trainer faculty-development program can improve self-reported evidence-based medicine skills and behaviors and affect curriculum reform at podiatric medical educational institutions.
Green
Michael L
ML
Department of Internal Medicine, Yale University School of Medicine, New Haven, CT 06721, USA.
D003479:Curriculum; D004502:Education, Medical, Continuing / Q000379:methods*; D019317:Evidence-Based Medicine / Q000193:education*; D005180:Faculty, Medical; D006801:Humans; D011032:Podiatry / Q000193:education*; D014481:United States