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

Not Applicable

• Conditions: Health Knowledge, Attitudes, Practice
• Interventions: Behavioral: Experimental educational intervention; Behavioral: Standard educational intervention

• Registration Number: NCT01567267
• Lead Sponsor: Goethe University

Brief Summary

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.

Detailed Description

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.

Study Timeline

• Study Start: 2010-02
• Study First Submitted: 2012-03-14
• Study First Submitted QC: 2012-03-29
• Study First Posted: 2012-03-30
• Status Verified: 2017-03
• Last Update Submitted: 2017-03-01
• Last Update Posted: 2017-03-03
• Primary Completion: 2018-09
• Study Completion: 2019-05

Recruitment & Eligibility

• Status: UNKNOWN
• Sex: All
• Target Recruitment: 87

Inclusion Criteria

• students becoming biology teachers at participating university during enrollment period

Exclusion Criteria

• refusal to participate in study

Study & Design

• Study Type: INTERVENTIONAL
• Study Design: PARALLEL

Arm && Interventions

Group	Intervention	Description
Experimental educational intervention	Experimental educational intervention	Experimental educational intervention
Standard educational intervention	Standard educational intervention	Standard educational intervention

Primary Outcome Measures

Name	Time	Method
Difference in knowledge about EbM/GSP	Before (day1), during (day 2) and after (day 4) intervention	Difference in knowledge about EbM/GSP measured by alternating standardized, pre-validated, single-best/short-answer questionnaires consisting of 20 questions each

Secondary Outcome Measures

Name	Time	Method
Difference in skills about critically appraising scientific literature	Before (day 1), during (day 2) and after (day 4) intervention	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	After educational intervention (day 5)	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	During (day 2) and after intervention (day 4)	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	After study lessons (day 5)	Overall acceptance of study lessons for biology high-school students is evaluated by a standardized questionnaire at day 5.

Trial Locations

Locations (1)

University of Siegen, Section of biology and und their didactics; 🇩🇪 Siegen, Germany