Learning needs analysis to guide teaching evidence-based medicine: knowledge and beliefs amongst trainees from various specialities

doi:10.1186/1472-6920-7-11

BMC Medical Education

Volume 7

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Research article

Learning needs analysis to guide teaching evidence-based medicine: knowledge and beliefs amongst trainees from various specialities

Julie A Hadley¹ , David Wall² and Khalid S Khan³

¹Birmingham Women's Health Care NHS Trust, Metchley Park Road, Edgbaston, Birmingham, B15 2TG, UK

²The West Midlands Deanery, Birmingham Research Park, 97 Vincent Drive, Edgbaston, Birmingham, B15 2SQ, UK

³The University of Birmingham, Metchley Park Road, Edgbaston, Birmingham, B15 2TT, UK

author email corresponding author email

BMC Medical Education 2007, 7:11doi:10.1186/1472-6920-7-11


Published:	10 May 2007

Additional files

Additional file 1:

Table 1. Trainee doctors' self-perceived knowledge and beliefs relating to Evidence-based Medicine (EBM). Responses measured on a 6-point Likert scale*.

Table 2. Effect of gender, place of basic medical qualification and specialty on trainee doctors' self perceived knowledge and beliefs relating to Evidence-based Medicine (EBM).

Table 3: Effect of years since basic medical qualification (10 years and under vs 11 years and over) on trainee doctors' self perceived knowledge and beliefs relating to Evidence-based Medicine (EBM).

Table 4: Effect of involvement in previous research on trainee doctors' self perceived knowledge and beliefs relating to Evidence-based Medicine (EBM).

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