title: Access, attitudes and training in information technologies and evidence-based medicine among medical students at University of Zimbabwe College of Health Sciences.
abstract: BACKGROUND
  The Medical Education Partnership Initiative, has helped to mitigate the digital divide in Africa. The aim of the study was to assess the level of access, attitude, and training concerning meaningful use of electronic resources and EBM among medical students at an African medical school.
  
  
  METHODS
  The study involved medical students at the University of Zimbabwe College of Health Sciences, Harare. The needs assessment tool consisted of a 21-question, paper-based, voluntary and anonymous survey.
  
  
  RESULTS
  A total of 61/67 (91%), responded to the survey. 60% of the medical students were 'third-year medical students'. Among medical students, 85% of responders had access to digital medical resources, but 54% still preferred printed medical textbooks. Although 25% of responders had received training in EBM, but only 7% found it adequate. 98% of the participants did not receive formal training in journal club presentation or analytical reading of medical literature, but 77 % of them showed interest in learning these skills.
  
  
  CONCLUSIONS
  Lack of training in EBM, journal club presentation and analytical reading skills have limited the impact of upgraded technology in enhancing the level of knowledge. This impact can be boosted by developing a curriculum with skills necessary in using EBM.
authors.affiliation: Global Health Program, Western Connecticut Health Network, Danbury, CT, USA.
authors.forename: Swapnil
authors.initials: S
authors.lastname: Parve
authors.affiliation: Global Health Program, Western Connecticut Health Network, Danbury, CT, USA.
authors.forename: Ali
authors.initials: A
authors.lastname: Ershadi
authors.affiliation: Global Health Program, Western Connecticut Health Network, Danbury, CT, USA.
authors.forename: Alexandr
authors.initials: A
authors.lastname: Karimov
authors.affiliation: Department of Obstetrics, Gynecology and Reproductive Sciences, University of Vermont College of Medicine, Burlington, VT, USA.
authors.forename: Anne
authors.initials: A
authors.lastname: Dougherty
authors.affiliation: Medical Education, University of Zimbabwe College of Health Sciences, Harare, Zimbabwe.
authors.forename: Chiratidzo E
authors.initials: CE
authors.lastname: Ndhlovu
authors.affiliation: Medical Education, University of Zimbabwe College of Health Sciences, Harare, Zimbabwe.
authors.forename: Midion M
authors.initials: MM
authors.lastname: Chidzonga
authors.affiliation: Global Health Program, Western Connecticut Health Network, Danbury, CT, USA.
authors.forename: Majid
authors.initials: M
authors.lastname: Sadigh
mesh_terms: D022126:Access to Information; D019317:Evidence-Based Medicine; D007722:Health Knowledge, Attitudes, Practice; D006801:Humans; D008490:Medical Informatics / Q000193:education*; D013337:Students, Medical / Q000523:psychology*; D011795:Surveys and Questionnaires; D015030:Zimbabwe
keywords: College of Health Sciences; Information technologies; University of Zimbabwe; evidence-based medicine; medical students