试行一种教育方法来评估综合保健中的电子保健素养和循证医学:可行性和验证研究。

IF 1.3 4区 医学 Q3 INTEGRATIVE & COMPLEMENTARY MEDICINE
Daryl Nault, Atiera Abatemarco, Marybeth Missenda, Christine Cherpak-Castagna, Steffany Moonaz
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引用次数: 0

摘要

导言:低在线健康知识普及率使消费者面临信息错误的风险,但这可以通过从业人员的参与得到缓解。整合医疗(IH)跨越了医疗保健的各个学科,因此在改善健康信息共享方面具有得天独厚的优势。整合保健从业人员需要具备循证医学(EBM)和电子健康知识(eHL)能力,才能发挥这种影响。目前已有几种循证医学评估方法,但没有一种是专门针对 IH 的。Fresno Test of EBM FEBM 是一项经过验证的、基于表现的评估,用于医学教育。我们试图评估将 eHL 和 EBM 评估纳入研究生课程的可行性,同时针对 IH 受众调整和验证 FEBM(FEBM-IH)。方法:采用试点观察设计来调整、评估、管理和验证 FEBM-IH。对 FEBM-IH 的重新验证首先是进行以学科为重点的改编,并由专家小组进行审查。然后,对 IH 的学生和教师进行了 FEBM-IH 测试。独立评分的评估确定了评分者之间的可靠性、内部一致性、项目区分度和项目难度。eHL评估(eHEALS和General Health Numeracy Test-6)也被嵌入到在线课程中。结果结果完成率表明,将 FEBM-IH 和 eHL 评估工具纳入在线课程是可行的,68.9%(102/148)符合条件的学员参加了在线课程,76.5%(78/102)的学员完成了所有测评项目的所有问题。FEBM-IH显示了极好的评估者一致性(kappa = 0.97,p < 0.001)、高内部一致性(α = 0.799)和可接受的项目区分度(0.26-0.68)。到课程结束时,自我感觉的 eHL 分数中位数从 30/40 分增加到 33/40 分,表明 eHL 有了一定程度的提高。结论:整合工具是可行的;FEBM-IH 保持了可接受的有效性;EBM 和 eHL 之间的关系值得进一步探讨。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Piloting an Educational Approach to Assess eHealth Literacy and Evidence-Based Medicine in Integrative Health: A Feasibility and Validation Study.

Introduction: Low rates of online health literacy put consumers at risk of misinformation, but this could be mitigated through practitioner engagement. Integrative health (IH) crosses health care disciplines, so it is well-positioned to improve health information sharing. IH practitioners require evidence-based medicine (EBM) and electronic health literacy (eHL) competencies to make such impact. Several EBM assessments exist, but none are IH-specific. The Fresno Test of EBM FEBM is a validated, performance-based assessment used in medical education. We sought to assess feasibility of incorporating eHL and EBM assessments into graduate coursework while adapting and validating the FEBM for an IH audience (FEBM-IH). Methods: A pilot observational design was used to adapt, evaluate, administer, and validate the FEBM-IH. Revalidation of the FEBM-IH began with a discipline-focused adaptation, which was reviewed by an expert panel. The FEBM-IH was then administered to IH students and faculty. Independently scored assessments determined inter-rater reliability, internal consistency, item discrimination, and item difficulty. eHL assessments (eHEALS and General Health Numeracy Test-6) were also embedded in the online course. Results: Outcome completion rates suggest the FEBM-IH and eHL assessment tools are feasible to include in online courses, with 68.9% (102/148) eligible participants joining and 76.5% (78/102) completing all questions in all measures. The FEBM-IH demonstrated excellent assessor agreement (kappa = 0.97, p < 0.001), high internal consistency (α = 0.799), and acceptable item discrimination (0.26-0.68). Median self-perceived eHL scores increased from 30/40 to 33/40 points by course's end, suggesting some increase in eHL. Conclusions: Tools were feasible to integrate; FEBM-IH maintains acceptable validity; and further exploration of the relationship between EBM and eHL is warranted.

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