Table 3.
Facilitators' Assessment of First-Year Medical Students' Abilities
| Facilitators' Perception of First-Year Medical Students* (15 respondents)† “…Overall, my first year students…” | Facilitators' Perception of Students' Ability to Use EBM Skills, in Comparison to Previously Supervised Residents‡ (12 respondents)§ | |
|---|---|---|
| Content Area | Mean ± SD | Mean ± SD |
| Understood EBM principles | 4.3 ± 0.5 | 3.4 ± 0.7 |
| Are interested in learning EBM | 4.5 ± 0.6 | 3.9 ± 0.9 |
| Can structure clinical questions | 4.5 ± 0.7 | 3.8 ± 0.7 |
| Can apply EBM to evaluate an article about therapy | 3.8 ± 0.8 | 3.3 ± 0.9 |
| Can apply EBM to evaluate an article about diagnosis | 3.7 ± 0.8 | 3.1 ± 1.0 |
| Can apply EBM to evaluate an article about causation/harm | 4.0 ± 0.5 | 3.3 ± 1.0 |
| Can engage in discussions about articles | 4.1 ± 0.8 | 3.6 ± 1.2 |
| Can self-assess areas of EBM knowledge deficits | 3.7 ± 0.8 | 3.5 ± 0.7 |
*
1 = Strongly disagree; 3 = average; 5 = strongly agree.
†
The number of respondents per item may have varied, since 3 faculty did not attend some small-group sessions and therefore did not complete the corresponding sections.
‡
1 = Worse than residents; 3 = same as residents; 5 = better than residents.
§
Three faculty did not feel that they had sufficient opportunities to gauge resident EBM abilities.