Table 1.
Overall Survey Responses (N = 96)
| Respondents (%*) |
|
|---|---|
| Years postresidency | |
| 1–4 | 9 (9) |
| 5–9 | 34 (35) |
| 10–19 | 38 (40) |
| >20 | 15 (16) |
| Practice setting | |
| University-based EM residency | 55 (57) |
| Community-based EM residency | 35 (36) |
| Affiliate hospital with EM resident rotator | 1 (1) |
| Hospital with no EM residents | 2 (2) |
| Other | 3 (3) |
| Academic position | |
| Chair or vice chair | 9 (9) |
| Program director | 29 (30) |
| Associate or assistant program director | 45 (47) |
| Research director | 3 (3) |
| Site director | 1 (1) |
| Academic faculty, clinical researcher | 1 (1) |
| Academic faculty, educational researcher | 3 (3) |
| Academic faculty, other | 4 (4) |
| Clinically affiliated faculty | 1 (1) |
| Personally teach EBM principles | 60 (63) |
| Personally administer journal club | 24 (25) |
| Personal annual journal club attendance | |
| Once or twice (1%–20%) | 11 (11) |
| A few times (21%–40%) | 14 (15) |
| Frequently (41%–60%) | 21 (22) |
| Almost always (61%–80%) | 28 (29) |
| Always (81%–100%) | 22 (23) |
| Use structured critical appraisal instrument (Users’ Guide) | 28 (29) |
| Use extramural source for journal club | 21 (22) |
| Have predetermined journal club curriculum | 24 (25) |
| Single most important EBM skill—all EM physicians | |
| Formulate question | 7 (7) |
| Search strategy | 7 (7) |
| Understand research methodology | 32 (33) |
| Determine ideal study statistical approach | 1 (1) |
| Differentiate statistical and clinical significance | 6 (6) |
| Apply research results to individual patients | 41 (43) |
| Most important outcome of GME EBM curricula—residents | |
| Become expert critical appraisers | 26 (27) |
| Differentiate minimally and significantly flawed studies | 43 (45) |
| Ability to find reliable secondary peer reviewed material | 27 (28) |
| Most important outcome of GME EBM curricula—faculty | |
| Become expert critical appraisers | 53 (55) |
| Differentiate minimally and significantly flawed studies | 32 (33) |
| Ability to find reliable secondary peer reviewed material | 9 (9) |
| EM residents must be able to critically appraise research | |
| Strongly disagree | 7 (7) |
| Disagree | 12 (13) |
| Neutral | 9 (9) |
| Agree | 43 (45) |
| Strongly agree | 24 (25) |
| EM faculty must be able to critically appraise research | |
| Strongly disagree | 7 (7) |
| Disagree | 6 (6) |
| Neutral | 11 (12) |
| Agree | 36 (37) |
| Strongly agree | 33 (34) |
| EM resident critical appraisal proficiency | |
| None | 0 |
| Minimal | 18 (19) |
| Moderate | 52 (54) |
| High | 22 (23) |
| Very high | 4 (4) |
| EM faculty critical appraisal proficiency | |
| None | 0 |
| Minimal | 4 (4) |
| Moderate | 30 (31) |
| High | 43 (45) |
| Very high | 17 (18) |
| EM residents should know how to use secondary sources† | |
| Strongly disagree | 11 (12) |
| Disagree | 2 (2) |
| Neutral | 3 (3) |
| Agree | 30 (31) |
| Strongly agree | 50 (52) |
| EM faculty should know how to use secondary sourcesi† | |
| Strongly disagree | 7 (7) |
| Disagree | 0 |
| Neutral | 3 (3) |
| Agree | 29 (30) |
| Strongly agree | 56 (58) |
| Interested in free monthly EBM curriculum | 85 (89) |
EBM = evidence-based medicine; GME = graduate medical education.
*
Proportions may not add up to 100% due to rounding and exclusion of nonrespondents.
†
Examples of Cochrane library, EM Abstracts, and Best Evidence in Emergency Medicine provided to survey participants.