standalone teaching improves knowledge, but has no effects on skills, attitudes, or practice. Whereas clinically integrated teaching improved knowledge, skills, attitudes, and practice
Systematic reviews of Interventions, August 2015
Solving the problems of your own systematic review and meta-analysis with peers Apply NOW The workshop will focus on the practicalities of conducting a systematic review and meta-analysis. It will use a problem-based learning approach in which each group of participants brings a specific topic for a systematic review to discuss, justify, revise and conduct. Mentor: … Continue reading Systematic reviews of Interventions, August 2015
Cochrane Profile: Ashraf Nabhan
The ninth in the Cochrane20 Video Series introduces the third Cochrane Profile, focusing on the experiences of individual Cochrane contributors. This video presents Ashraf Nabhan, Professor of Obstetrics and Gynecology and Cochrane author from Cairo, Egypt, discussing what motivates him to use evidence in his medical practice and teaching, and his experience of being part … Continue reading Cochrane Profile: Ashraf Nabhan
Best Knowledge for Best Practice
Venue: Training & Education Enhancement Center, Ain Shams University Hospitals Date: Wednesday, December 5, 2012 at 9:00 to 15:00 Registration: Free Open Invitation Registration form: Please complete and submit the registration form here http://bit.ly/ScKspH to allow us to prepare your personal scientific material and arrange for your coffee break during the workshops on Wednesday, 5 December 2012. Submitting the … Continue reading Best Knowledge for Best Practice
Synthesis of Evidence
Systematic reviews and meta-analyses are critical for evidence-based clinical practice. The widespread and growing use of meta-analysis to synthesize evidence on key clinical questions makes it imperative for health professionals to be able to understand it. We T.E.A.C.H. (Teaching Evidence Assimilation for Collaborative Healthcare) to Save Lives
Individual Patient Meta-Analysis
Workshop Title: Individual Patient Meta-Analysis Workshop moderator: Ashraf Fawzy Nabhan Workshop format: Quiz game Venue: Fairmont Hotel Date: Thursday May 31, 2012 - at 3:30 pm Background In all systematic reviews, the evidence being brought together for a particular intervention needs to be as free from bias and as reliable as possible. This is why most reviews of … Continue reading Individual Patient Meta-Analysis
The Forest Plot
A graphical representation of the individual results of each study included in a meta-analysis together with the combined meta-analysis result. The plot also allows readers to see the heterogeneity among the results of the studies. The results of individual studies are shown as squares centred on each study’s point estimate. A horizontal line runs through … Continue reading The Forest Plot
Fixed- vs Random-effects models in meta-analysis
The selection of a model should be based on the nature of the studies and our goals. The fixed effect model makes sense if (a) there is reason to believe that all the studies are functionally identical, and (b) our goal is to compute the common effect size, which would then be generalized to other … Continue reading Fixed- vs Random-effects models in meta-analysis
Utilizing the results of DTA studies
Clinical questions regarding the diagnosis of disease is a challenge in the era of EBM because of the challenge to understand and apply the results of DTA studies. Currently, The Likelihood Ratio (LR) is used to assess how good a diagnostic test is and to help in selecting an appropriate diagnostic test(s) or sequence of … Continue reading Utilizing the results of DTA studies
The evangelist and EBM
An evangelist, I confessed, when Alan Cassels made a remark framed with a question mark in an interview in Madrid 19th Cochrane Colloquium. It is obvious that I support the principles of evidence-based medicine (EBM). I am, therefore, not satisfied to see EBM in captivity due to the challenge of teaching its skills and the challenge … Continue reading The evangelist and EBM
ECEBM 