Abstract
Background: General practitioner (GP) trainees state that their trainers are not consistent in using evidence-based medicine (EBM) or are even dismissive of it. As trainers are important role models in the Dutch GP training system this could have a large influence on the EBM training of GP trainees.
Aim: To establish the motivations and barriers of Dutch GP trainers in using EBM.
Methods: A questionnaire on personal characteristics, knowledge, skills (Berlin, score 0–15) and attitude (McColl, VAS score 0–100), and statements about EBM barriers were presented to 106 GP trainers. Additionally, three focus group sessions with trainers (n = 30) were held.
Results: Knowledge and skills were less than half correct (mean 6.1, standard deviation (SD) 2.9); the overall score on attitude was 58.8 (SD 9.4). Factor analysis showed four categories of barriers: EBM competence (mean 3.5 (SD 0.8)), search activities (mean 3.5 (SD 0.8)), motivation (mean 3.8 (SD 0.7)) and time (mean 2.5 (SD 0.9)).
After analysis of the focus group sessions, five categories of motivations and barriers predominated: EBM competence, attitude and behaviour, sources, time and logistics.
Conclusion: GP trainers experience motivations in EBM; however, these motivations can also be barriers, depending on the trainer's level of knowledge and attitude.
Aim: To establish the motivations and barriers of Dutch GP trainers in using EBM.
Methods: A questionnaire on personal characteristics, knowledge, skills (Berlin, score 0–15) and attitude (McColl, VAS score 0–100), and statements about EBM barriers were presented to 106 GP trainers. Additionally, three focus group sessions with trainers (n = 30) were held.
Results: Knowledge and skills were less than half correct (mean 6.1, standard deviation (SD) 2.9); the overall score on attitude was 58.8 (SD 9.4). Factor analysis showed four categories of barriers: EBM competence (mean 3.5 (SD 0.8)), search activities (mean 3.5 (SD 0.8)), motivation (mean 3.8 (SD 0.7)) and time (mean 2.5 (SD 0.9)).
After analysis of the focus group sessions, five categories of motivations and barriers predominated: EBM competence, attitude and behaviour, sources, time and logistics.
Conclusion: GP trainers experience motivations in EBM; however, these motivations can also be barriers, depending on the trainer's level of knowledge and attitude.
| Original language | English |
|---|---|
| Pages (from-to) | e990-e997 |
| Number of pages | 8 |
| Journal | Medical Teacher |
| Volume | 35 |
| Issue number | 3 |
| DOIs | |
| Publication status | Published - 2013 |