Simulated Randomized Controlled Trial to Learn Critical Appraisal (SiRCA): A Randomized Controlled Study of Effectiveness Among Undergraduate Medical Students

• Published in: Curēus (Palo Alto, CA) Vol. 13; no. 11; p. e19946
• Main Authors: Basheer, Aneesh, Iqbal, Nayyar, Prabakaran, Stalin, Simiyon, Manjula, Anandan, Velavan
• Format: Journal Article
• Language: English
• Published: United States Cureus Inc 27-11-2021; Cureus
• Subjects: Clinical trials; Curricula; Diagnostic tests; Evidence-based medicine; Feedback; Intervention; Likert scale; Medical Education; Medical Simulation; Medical students; Otolaryngology; Standard deviation; medical education; critical appraisal; simulation; evidence-based medicine; randomized controlled trial
• ISSN: 2168-8184; 2168-8184
• DOI: 10.7759/cureus.19946

The ideal method to teach evidence-based medicine (EBM) to medical students is unclear. We determined the effectiveness of a simulated randomized controlled trial (RCT) in improving critical appraisal and EBM skills among medical students compared to traditional training.
One hundred and eighteen medical students were randomized into two groups. Sixty-one students (immersion arm) were trained in critical appraisal using a simulated RCT aimed at determining efficacy of a "brainy pill" on ability to crack puzzles. Fifty-seven students (traditional group) were trained using a journal club with a checklist. Primary outcome of change in knowledge and skills of critical appraisal and EBM was determined by comparing scores on pre- and post-intervention Fresno tests.
Mean age of students was 21.76 (SD - 0.78) years. Seventy (59.3%) were females and 48 (40.7%) males. Mean pre-test scores of traditional and immersion groups were 8.0 (SD - 4.88) and 9.31 (SD - 5.49) respectively and post-test scores were 50.2 (SD - 16.2) and 68.12 (SD - 14.72) respectively (post-intervention mean difference - 17.92; 95% CI 12.26 - 23.57; p<0.0000001). Odds of achieving 65% or more in post-intervention Fresno test score was significantly higher in immersion group (29.8% vs 8.2%; OR 4.76; 95% CI 1.62-13.97; p = 0.001). Perceived competence regarding EBM skills improved significantly in immersion group.
Simulated RCT is effective in imparting critical appraisal and EBM practice skills to medical students. Trainers should consider integrating and reinforcing this approach in EBM curriculum to make learning contextual and immersive.