Generalizability and Interpretation
COMPLICATIONS
The satisfaction with the course was high in both groups, and participants found both educational interventions to be sufficiently interactive. It has been shown that participants’ satisfaction influences their academic scores [There were no differences between the groups for the overall test results and SoF table understanding. Although median scores were low for both, they were lower for the 5 questions on methodology. These questions might be too advanced for the third-year medical students. Some of the individual questions had better response rates. The participants in the face-to-face group better answered the question on assessing the overall certainty of the evidence, taking into account the risk of bias, as well as other domains. Previous research in risk-of-bias education involved doctoral students [Both groups had high scores in the understanding of the SoF table, which is consistent with previous research on understanding evidence presented in this way [Clear and understandable communication of evidence that is important for clinical practice is a previously recognized priority [Students often used scientific language and formed their answers as conclusions without elements of a clinical decision. Such distancing from recommending a clear action or against one might be explained as the result of students’ lack of clinical experience but also as a part of the culture of defensive medicine, in which medical professionals avoid a decisive action due to the fear of complications and responsibility [