Access, attitudes and training in information technologies and evidence-based  medicine among medical students at University of Zimbabwe College of Health Sciences.

Swapnil Parve, Ali Ershadi, Alexandr Karimov, Anne Dougherty, Chiratidzo E. Ndhlovu, Midion M. Chidzonga, Majid Sadigh
1. Global Health Program, Western Connecticut Health Network, Danbury, CT, USA
2. Department of Obstetrics, Gynecology and Reproductive Sciences, University of Vermont
College of Medicine, Burlington, VT, USA
3. Medical Education, University of Zimbabwe College of Health Sciences, Harare, Zimbabwe.

Abstract:
Background:The Medical Education Partnership Initiative, has helped to mitigate the digital divide in Africa. The aim of the study was to assess the level of access, attitude, and training concerning meaningful use of electronic resources  and EBM among medical students at an African medical school.

Methods:The study involved medical students at the University of Zimbabwe College of Health Sciences, Harare. The needs  assessment tool consisted of a 21-question, paper-based, voluntary and anonymous survey.

Results: A total of 61/67 (91%), responded to the survey. 60% of the medical students were ‘third-year medical students’.  Among medical students, 85% of responders had access to digital medical resources, but 54% still preferred printed medical  textbooks. Although 25% of responders had received training in EBM, but only 7% found it adequate. 98% of the participants  did not receive formal training in journal club presentation or analytical reading of medical literature, but 77 % of them showed  interest in learning these skills.

Conclusion:Lack of training in EBM, journal club presentation and analytical reading skills have limited the impact of upgraded technology in enhancing the level of knowledge. This impact can be boosted by developing a curriculum with skills  necessary in using EBM.

Keywords:Information technologies, evidence-based medicine, medical students, University of Zimbabwe, College of Health
Sciences.