0
We're unable to sign you in at this time. Please try again in a few minutes.
Retry
We were able to sign you in, but your subscription(s) could not be found. Please try again in a few minutes.
Retry
There may be a problem with your account. Please contact the AMA Service Center to resolve this issue.
Contact the AMA Service Center:
Telephone: 1 (800) 262-2350 or 1 (312) 670-7827  *   Email: subscriptions@jamanetwork.com
Error Message ......
Correction |

Online CME to Begin in Mid-2003 FREE

JAMA. 2002;288(18):2268. doi:10.1001/jama.288.18.2268.
Text Size: A A A
Published online

In the Commentary entitled "Evaluating the Teaching of Evidence-Based Medicine" published in the September 4, 2002, issue of THE JOURNAL (2002;288:1110-1112), references in the last 2 paragraphs of the article were misnumbered, as were the corresponding references in the list. The corrected text and corresponding references are reprinted below.

Randomization of learners is possible8,16 as is blinding of assessors.8,17 Investigators have assessed EBM skills other than critical appraisal, including building structured clinical questions and search strategies.16 There are several validated measurement tools,8-10, 18 and several new measures of behavioral change await validation. For example, a recent study objectively measured the behavioral outcomes corresponding to the quality and quantity of literature searches.16 A preliminary study reported assessing audiotapes of resident and attending encounters to determine the frequency with which residents incorporate evidence in their patient care.19

Collaborative efforts are under way among numerous institutions to evaluate EBM teaching interventions. While multi-institutional research has been rare until recently, it could provide a giant step forward for research into the optimal ways of teaching EBM.15

15. Dobbie AE, Schneider FD, Anderson AD, Littlefield J. What evidence supports teaching evidence-based medicine? Acad Med. 2000;75:1184-1185.
16. Cabell CH, Schardt C, Sanders L, Corey GR, Keitz SA. Resident utilization of information technology. J Gen Intern Med. 2001;16:838-844.
17. Green ML, Ellis PJ. Impact of an evidence-based medicine curriculum based on adult learning theory. J Gen Intern Med. 1997;12:742-750.
18. Taylor R, Reeves B, Mears R, et al. Development and validation of a questionnaire to evaluate the effectiveness of evidence-based practice teaching. Med Educ. 2001;35:544-547.
19. Flynn C, Helwig A. Evaluating an evidence-based medicine curriculum. Acad Med. 1997;72:454-455.

Figures

Tables

References

CME
Meets CME requirements for:
Browse CME for all U.S. States
Accreditation Information
The American Medical Association is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians. The AMA designates this journal-based CME activity for a maximum of 1 AMA PRA Category 1 CreditTM per course. Physicians should claim only the credit commensurate with the extent of their participation in the activity. Physicians who complete the CME course and score at least 80% correct on the quiz are eligible for AMA PRA Category 1 CreditTM.
Note: You must get at least of the answers correct to pass this quiz.
You have not filled in all the answers to complete this quiz
The following questions were not answered:
Sorry, you have unsuccessfully completed this CME quiz with a score of
The following questions were not answered correctly:
Commitment to Change (optional):
Indicate what change(s) you will implement in your practice, if any, based on this CME course.
Your quiz results:
The filled radio buttons indicate your responses. The preferred responses are highlighted
For CME Course: A Proposed Model for Initial Assessment and Management of Acute Heart Failure Syndromes
Indicate what changes(s) you will implement in your practice, if any, based on this CME course.

Multimedia

Some tools below are only available to our subscribers or users with an online account.

Related Content

Customize your page view by dragging & repositioning the boxes below.