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Evaluation of Educational Intervention to Teach Principles of Evidence-based Medicine (EbM) in Biology Classes

This study is enrolling participants by invitation only.
Sponsor:
Information provided by (Responsible Party):
Reinhard Strametz, Goethe University
ClinicalTrials.gov Identifier:
NCT01567267
First received: March 14, 2012
Last updated: March 29, 2012
Last verified: March 2012
History of Changes

March 14, 2012
March 29, 2012
February 2010
May 2013   (final data collection date for primary outcome measure)
Difference in knowledge about EbM/GSP [ Time Frame: Before (day1), during (day 2) and after (day 4) intervention ] [ Designated as safety issue: No ]
Difference in knowledge about EbM/GSP measured by alternating standardized, pre-validated, single-best/short-answer questionnaires consisting of 20 questions each
Same as current
Complete list of historical versions of study NCT01567267 on ClinicalTrials.gov Archive Site
  • Difference in skills about critically appraising scientific literature [ Time Frame: Before (day 1), during (day 2) and after (day 4) intervention ] [ Designated as safety issue: No ]
    Difference in skills about critically appraising scientific literature measured by alternating randomized-controlled trials evaluated by a standardized checklist related to items of the CONSORT statement.
  • Skills in teaching principles of EbM and GSP to high school students in intervention group [ Time Frame: After educational intervention (day 5) ] [ Designated as safety issue: No ]
    Skill in teaching principles of EbM and GSP are evaluated for preparation of lessons using a standardized preparation form and performance of lessons evaluated by transcription of video tapes from each participant in the intervention group using a consented evaluation catalogue
  • Overall acceptance of educational intervention study participants [ Time Frame: During (day 2) and after intervention (day 4) ] [ Designated as safety issue: No ]
    Overall acceptance of educational intervention is evaluated by standardized questionnaires at day 2 and day 4 in the educational intervention group.
  • Overall acceptance of study lessons for biology high-school students [ Time Frame: After study lessons (day 5) ] [ Designated as safety issue: No ]
    Overall acceptance of study lessons for biology high-school students is evaluated by a standardized questionnaire at day 5.
Same as current
Not Provided
Not Provided
 
Evaluation of Educational Intervention to Teach Principles of Evidence-based Medicine (EbM) in Biology Classes
Phase II Study of a Short Term Educational Intervention for Upcoming Biology Teachers to Teach Principles of Evidence-based Medicine (EbM) in Biology Classes at High-school

The purpose of this study is to identify the effect of a short term educational intervention for upcoming biology teachers to teach principles of Evidence-based Medicine (EbM) and Good Scientific Practice (GSP) to high-school biology students.

Shared decision making is increasingly demanded by patients in order to take part in health care decisions. However this demand for autonomy can only be used for shared decision making if the patient has basic skills in critical health literacy. To transfer health care literacy to young and healthy consumers educational intervention programs at high-school might be a feasible and effective way. This preliminary phase 2 study is designed to investigate the effect of an educational intervention to be integrated in a curriculum for upcoming teachers in biology.
Interventional
Phase 2
Allocation: Non-Randomized
Endpoint Classification: Efficacy Study
Intervention Model: Parallel Assignment
Masking: Open Label
Primary Purpose: Supportive Care
Health Knowledge, Attitudes, Practice
  • Behavioral: Experimental educational intervention
    Educational intervention consisting of a 4-day-course in Evidence-based Medicine and Good Scientific Practice combined with the method of Problem-based Learning.
  • Behavioral: Standard educational intervention
    Educational intervention on the didactics of biology (4-day-course) not containing elements of Evidence-based Medicine, Good Scientific Practice or Problem-based learning.
  • Experimental: Experimental educational intervention
    Intervention: Behavioral: Experimental educational intervention
  • Active Comparator: Standard educational intervention
    Intervention: Behavioral: Standard educational intervention
Matic-Strametz M, Strametz R, Bohrt K, Ochsendorf F, Weberschock T. [Students in Training to Become Biology Teachers - a controlled phase II trial (NCT01567267)]. Z Evid Fortbild Qual Gesundhwes. 2013;107(1):53-61. doi: 10.1016/j.zefq.2012.11.017. Epub 2012 Dec 7. German.

*   Includes publications given by the data provider as well as publications identified by ClinicalTrials.gov Identifier (NCT Number) in Medline.
 
Enrolling by invitation
87
May 2013
May 2013   (final data collection date for primary outcome measure)

Inclusion Criteria:

  • students becoming biology teachers at participating university during enrollment period

Exclusion Criteria:

  • refusal to participate in study
Both
Not Provided
No
Contact information is only displayed when the study is recruiting subjects
Germany
 
NCT01567267
EbM@Bio-01
No
Reinhard Strametz, Goethe University
Goethe University
Not Provided
Principal Investigator: Reinhard Strametz, MD EbM Working Group, Institute for General Practice, Faculty of Medicine, Goethe University, Frankfurt/Germany
Goethe University
March 2012

ICMJE     Data element required by the International Committee of Medical Journal Editors and the World Health Organization ICTRP