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Pearson's correlation coefficient. Outcome measures were considered statistically significant at P 0AE05. Epi info 6 and SPSS statistical packages were used for the analysis. Evaluation of results and impact A statistically significant increase in students' self-reported knowledge, skills and attitudes regarding EBM was found. Mean scores for their understanding of the EBM concepts increased from 2AE20 0AE85 to 3AE17 0AE80 on a 4-point rating scale (P < 0AE001). Student knowledge of the EBM process also increased significantly (P < 0AE05). Mean scores for student knowledge about the need for effective literature search processes in EBM practice were similar and relatively high in the preand post-surveys: 3AE24 0AE71 and 3AE33 0AE89, respectively. Although textbooks remained their major source of evidence, increased use of the Internet (P 0AE0003), Cochrane database (P 0AE0001) and secondary EBM resources (P 0AE045) was reported. Students' use of EBM resources for questions related to patient care increased (P 0AE0001). Student-perceived limitations to EBM practice included lack of training (77AE8%) and lack of role models among teachers (60AE9%). The EBM course was perceived by students to have enhanced their learning (74AE1%) and provided lifelong learning skills (90AE7%). A positive correlation was found between knowledge about EBM, the use of EBM resources and application of EBM concepts to patient care questions, while a negative correlation was noted between knowledge and misconceptions about EBM. Students strongly supported the inclusion of the EBM course in the undergraduate curriculum (90AE7%).
Jamkar et al. (Fri,) studied this question.