Oral presentations
Opening talks
Welcome to Sicily
Nino Cartabellotta - GIMBE
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Aims & Schedule of Conference
Martin Dawes
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Sign-posting the future in EBHC
Amanda Burls
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Plenary Session - Section I. Description of EBM teaching activities
Early development of a curriculum strategy for Evidence-based Medicine at Aberdeen University Medical School, Scotland
Crilly M. (Scotland)
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Learning EBHC on the Web: the Laval University (Canada) interactive self-learning modules
Labreque M. (Canada)
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Teaching EBHC to University colleagues: a Chilean experience
Letelier LM (Chile)
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A ten-year experience teaching a required four-year course in Evidence-Based Medicine to undergraduate medical students at Albany Medical College
Mayer D. (USA)
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Hierarchies of evidence and hierarchies of education: reflections on a multi-profession education initiative
Meerabeau E. (UK)
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Parallel Session - Section I
Mapping of United Kingdom Postgraduate Courses in Evidence Based Practice
Dean T., Ward D. (UK)
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A Website and Online Quizzes Adapted to Medical Student Teaching of Evidence Based Medicine
Dawes M. (Canada)
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Teaching EBM: a collaborative effort
Finkel M. (USA)
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A masters course on Evidence-based Medicine and methodology of health care research: first year experience
Formoso G., Nonino F. (Italy)
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Introducing EBHC practice & teaching in a public teaching hospital in Santiago, Chile
Letelier LM. (Chile)
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The experience of planning patient care in Elderly Mental Health Nursing
O’Sullivan A. (Ireland)
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Development of searching skills in Evidence Based Medicine databases for medical residents
Pacheco C. (Chile)
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Evidence Based Healthcare - A Multiprofessional Course
Parkin C. (UK)
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Parallel Session - Section II
Teaching EBM based on a national curriculum in Germany
Falk-Ytter (Germany)
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New developments: Teaching Evidence-Based Social Work in the UK
Gardner F. (UK)
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A role of medical librarians in Evidence-based Medicine: Czech experience.
Potomková J, Lesenková E. (Czech Republic)
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Integration of Evidence-based Veterinary Medicine into a PBL curriculum: paradigm shift or simple extension?
Robertson S. (USA)
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Teaching Evidence-Based Medicine skills in an unsupporting environment: the slow pace of the University of Siena towards EBM
Sestini P.
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The Preparation of Healthcare Undergraduates in Managing Diversity
Stewart M., Bennett R. (UK)
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Learning to find and disseminate best evidence
Wylie K (UK)
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Plenary Session - Section II. Evaluation of teaching methods
Assessing Needs for Continuing Professional Development in Evidence Based Practice
Harris J, Dewey A, Dean T. (UK)
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Steps towards a matrix for levels and methods of assessment of the evidence-based practitioner
Hopayan K. (UK)
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Evaluation of a comprehensive Evidence-Based Health Care curriculum in a family practice residency
Ramos K, Youngclarke D. (USA)
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Evidence-based Health Care implementation strategies: findings from a faculty institute on teaching evidence-based practice
Slavin M. (USA)
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Medical Students’ Perception of EBHC Teaching at the University of Bristol
Summerskill W. (UK)
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Plenary session - Section III. Effective ways to change the behaviour of health care providers
Information needs of primary care physicians at point of clinical contact
Gonzales AI. (Spain)
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Online continuing education in Evidence-based Medicine for general practitioners: does it work?
Lyndal T. (Australia)
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Evaluation of long-term impact of a course on Evidence Based Medicine for Librarians
Pacheco C. (Chile)
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Implementing Evidence-based Medicine in day-to-day practice: the 6th step
Porszolt F (Germany)
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Implementing EBM: the case of antibiotics for sore throat
Van Driel M. (Belgium)
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Parallel session - Section III
Evidence, evidence, evidence: Magnet accreditation as a whole-organisation method for demonstrating evidence-based health care at the first Magnet hospital outside the USA at Rochdale UK
Balogh Ruth. (UK)
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Blood transfusion: a clinical audit for appropriateness and risk management
Baricchi R. (Italy)
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The benefits of having clinical educators within a workforce
Bennet RM (UK)
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What limits exist to ‘Implementation and commisioning of evidence based health care’?
Cooke M.
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Framing up research for nurses and midwives who view research as a 'frameup'
Foreur M. (New Zealand)
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Changing students' attitudes - the role and responsibility of all nurses
Gibbons C. (Ireland)
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Can EBM change clinicians’ behavior? Implementation of guidelines within the health service
Rolli M.
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“Transparancy brochures” (TFTs) in Belgium, evidence based information on drugs weighed and explained
Christiaens T. (Belgium)
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Minerva: a gift from EBM?
Van Driel M (Belgium)
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Structured on-line discussion groups for teaching EBM to pre-registration house officers
Van Winckel M. (Belgium)
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Parallel session - Section IV
The clinical path of acute coronary syndrome
Capponi A. (Italy)
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An Ex Post Facto Exploration of the Relationship between Dialysis Adequacy and Health-Related Quality of Life in Haemodialysis Patients in Ireland
Cleary J. (Ireland)
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Understanding NNT. Patient's and physicians perspective
Ghosh A. (USA)
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Does FUTON (Full Text on the Net) and NAA (No Abstract Available) bias impact visibility of cardiology research?
Ghosh A. (USA)
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Evidence-based information technology (EBIT): using evidence to save resources in health care management
Kunhardt H. (Germany)
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How and where do Chilean health professionals get their health information?
Letelier LM (Chile)
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An exploration of preceptors' perceptions of benefits, rewards, supports and commitment to the role
Lynch J. (Ireland)
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Evidence Based Indicators of Quality Nursing Education Programs
Spector N. (USA)
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The likelihood ratio meta-scatterplot: test efficacy at a glance
Stengel D. (Germany)
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Does the effectiveness of pharmaceuticals fade with time? Reasons and consequences
Weiss C, Porzsolt F. (Germany)
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Plenary session - Section IV. Generation of new scientific evidence
Pretty Darned Kwik (PDK): a method of rapid critical appraisal
Booth A. (UK)
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Do doctors like evidence based information and prefer it to guidelines? Hints from the pilot distribution of Clinical Evidence within the Italian National Health Service
Formoso G. (Italy)
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BACI: the best available clinical information project. providing recent and rigorous answers for clinicians
French S. (Australia)
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Innumeracy: an impediment to learning Evidence-based Medicine
Ghosh A. (USA)
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Critical appraisal of 28 guideline developed by Brazilian medical association
Jatane F.
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Plenary session - Reports from parallel sessions
Section I. Description of EBM Teaching activities
Porzsolt Franz
Section II. Evaluation of teaching methods
Janet Harris
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Section III. Effective ways to change the behaviour of health care providers
Janet Martin
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Section IV. Generation of new scientific evidence
James Osborne
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Plenary session - Reports from working groups
Issues in teaching EBHC to students
Dan Mayer
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Signposts for communicating with patients about evidence
Lyndal Trevena
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Curriculum working group
Martin Dawes
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How can IT support the practice of EBHC?
Horst Kunhard
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Effective strategies of changing health care behaviour
Janet Martin
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Desinging a course for manager
Martin Than
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Evaluating of EBHC teaching
Franz Porzsolt
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Plenary session
Feedback session
Planning future activities
Final remarks
Last update 29/03/2018
