scholarly journals Evidence Based Medicine Teaching in Undergraduate Medical Education: A Literature Review

2012 ◽  
Vol 7 (3) ◽  
pp. 98 ◽  
Author(s):  
Misa Mi
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Evidence Based Medicine ◽  
Medical Curriculum ◽  
The United States ◽  
Evaluation Methods ◽  
Cochrane Library ◽  
Evidence Based ◽  
Contact Hours ◽  
Based Medicine

Objectives – To determine the year when evidence based medicine (EBM) was introduced and the extent to which medical students were exposed to EBM in undergraduate medical education and to investigate how EBM interventions were designed, developed, implemented, and evaluated in the medical curriculum. Methods – A qualitative review of the literature on EBM interventions was conducted to synthesize results of studies published from January 1997 to December 2011. A comprehensive search was performed on PubMed, CINAHL, Web of Science, Cochrane Library, ProQuest Dissertations & Theses, PsycINFO, and ERIC. Articles were selected if the studies involved some form of quantitative and qualitative research design. Articles were excluded if they studied EBM interventions in medical schools outside the United States or if they examined EBM interventions for allied health profession education or at the levels of graduate medical education and continuing medical education. Thirteen studies which met the selection criteria were identified and reviewed. Information was abstracted including study design, year and setting of EBM intervention, instructional method, instruction delivery format, outcome measured, and evaluation method. Results – EBM was introduced to preclinical years in three studies, integrated into clinical clerkship rotations in primary care settings in eight studies, and spanned preclinical and clinical curricula in two studies. The duration of EBM interventions differed, ranging from a workshop of three student contact hours to a curriculum of 30 student contact hours. Five studies incorporated interactive and clinically integrated teaching and learning activities to support student learning. Diverse research designs, EBM interventions, and evaluation methods resulted in heterogeneity in results across the 13 studies. Conclusions – The review reveals wide variations in duration of EBM interventions, instructional methods, delivery formats for EBM instruction, implementation of an EBM intervention, outcomes measured, and evaluation methods, all of which remain relevant issues for further research. It is important for medical educators and health sciences librarians to attend to these issues in designing and delivering a successful EBM intervention in the undergraduate medical curriculum.

scholarly journals A cross-sectional survey on academic librarian involvement in evidence-based medicine instruction within undergraduate medical education programs in Canada

2020 ◽  
Vol 41 (3) ◽  
Author(s):  
Zahra Premji ◽  
Kaitlin Fuller ◽  
Rebecca Raworth
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Evidence Based Medicine ◽  
Evidence Based ◽  
Educational Strategies ◽  
Education Programs ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
School Faculty ◽  
Based Medicine

Introduction: The purpose of this study was to determine the range of involvement of Canadian academic medical librarians in teaching evidence-based medicine (EBM) within the undergraduate medical education (UME) curriculum. This study articulates the various roles that Canadian librarians play in teaching EBM within the UME curriculum, and also highlights their teaching practices. Methods: An electronic survey was distributed to a targeted sample of academic librarians currently involved in UME programs in Canadian medical schools. Results: 12 respondents (including one duplicate response) representing ten schools responded to this survey. 7 of 10 respondents were involved in EBM instruction, 3 of 10 institutions had a dedicated EBM course. Librarians were involved in a variety of roles, and often co-created and co-delivered content along with medical school faculty, and were present on course committees. They used a variety of educational strategies, incorporated active learning, as well as online modules. Discussion/Conclusion: The data highlighted the embedded nature of EBM instruction in undergraduate medical education programs in Canada. It also showed that librarians are involved in EBM instruction beyond the second step of EBM; acquiring or searching the literature.

scholarly journals Evidence-Based Medicine Training in Undergraduate Medical Education

2013 ◽  
Vol 88 (7) ◽  
pp. 1022-1028 ◽  
Author(s):  
Lauren A. Maggio ◽  
Nancy H. Tannery ◽  
H. Carrie Chen ◽  
Olle ten Cate ◽  
Bridget O’Brien
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Evidence Based Medicine ◽  
Evidence Based ◽  
Based Medicine

scholarly journals Incorporating Evidence Based Medicine in Medical Education and Health Care

2015 ◽  
Vol 101 (3) ◽  
pp. 18-23
Author(s):  
Bhaskaran Unnikrishnan ◽  
Darshan Bhagwan ◽  
Akshay Sethi ◽  
Rekha Thapar ◽  
Prasanna Mithra ◽  
...  
Keyword(s):  
Health Care ◽  
Medical Education ◽  
Evidence Based Medicine ◽  
Clinical Decision Making ◽  
Medical Curriculum ◽  
Evidence Based ◽  
Cross Sectional ◽  
Good Level ◽  
Education And Health ◽  
Based Medicine

A facility-based cross sectional study was carried out among 188 doctors working at the Kasturba Medical College in Mangalore, India, to assess the perception and practice of evidence based medicine (EBM) among medical professionals. Data was collected using a pre-tested questionnaire and results obtained were expressed in percentages. Results: The mean age of participants was 35 ± 8.33 years. A higher proportion of participants (n=182, 96.8%) referred to textbooks for information for clinical decision making. A majority of the participants (n=180, 95.8%) opined that evidence based medicine should be included in a medical curriculum. More than half of the participants (n=98, 52.1%) used PubMed. A majority (n=150, 79.8%) of the participants had a good level of self-rated confidence in evaluating research, while 55.3% (n=104) of the participants had a good level of self-rated confidence in their ability to conduct clinical appraisals. Lack of time and insufficient EBM skills were the major perceived barriers to practicing evidence based medicine. Conclusion: Positive attitudes and higher awareness regarding EBM among doctors in the present study compared to other reported literature is an encouraging finding. Medical regulators must utilize the best available evidence and experience in formulating policy on medical education and health care.

scholarly journals Peer-Developed Modules on Basic Biostatistics and Evidence-Based Medicine Principles for Undergraduate Medical Education

MedEdPORTAL ◽  
2020 ◽  
Vol 16 (1) ◽  
pp. 11026
Author(s):  
Daniel H. Mai ◽  
Jonathan S. Taylor-Fishwick ◽  
William Sherred-Smith ◽  
Anthony Pang ◽  
Justin Yaworsky ◽  
...  
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Evidence Based Medicine ◽  
Evidence Based ◽  
Based Medicine

scholarly journals Formal evidence-based medicine instruction in Turkish undergraduate medical education: an initial evaluation

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Özlem Serpil Çakmakkaya
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Undergraduate Medical Education ◽  
Evidence Based Medicine ◽  
Medical Schools ◽  
Evidence Based ◽  
Knowledge And Skills ◽  
The Third ◽  
Fresno Test ◽  
Based Medicine

Abstract Background Global and national undergraduate medical education accreditation organizations recommend the inclusion of Evidence-Based Medicine (EBM) instructions into the medical schools’ curricula. Accordingly, some Turkish medical schools have individually developed and implemented EBM training programs, but there is no data of current programs’ effectiveness and students’ learning achievements due to the lack of a validated Turkish language EBM assessment tool. This study evaluates the effect of a newly introduced formal EBM instruction to the curriculum on students’ knowledge and skills by using the recently published Turkish adaptation of the Fresno Test. Methods The study is an experimental investigation using pre- and post-test evaluations. A five-week EBM course was developed according to Kern’s six-step curriculum development approach. A total of 78 students from the third (n = 30), fourth (n = 19) and fifth (n = 29) year of medical school voluntarily consented and were enrolled into the course. Overall, the Cerrahpaşa Medical Faculty had a total of 555, 461, and 400 students enrolled in the third, fourth, and fifth year, respectively. The program has been evaluated based on students’ learning achievements and survey responses. Results The students’ mean pre-test Fresno Test score improved from 49.9 ± 18.2 to 118.9 ± 26.3 post-training. The Cohen’s effect size was 3.04 (95% CI, 2.6–3.5). The overall students’ satisfaction score was 8.66 ± 1.09 on a 1 to 10 scale. Conclusions The program was effective in improving students’ knowledge and skills on EBM. We propose to offer the program as an elective course during the third year of the medical school curriculum based on all data obtained during the program evaluation.

scholarly journals Obstetrics and Gynecology Ultrasound and Evidence-based Medicine in Medical Education

2014 ◽  
Vol 8 (1) ◽  
pp. 77-82
Author(s):  
Hoi Ho ◽  
Lorenzo Aragon
Keyword(s):  
Medical Education ◽  
Evidence Based Medicine ◽  
Clinical Decision ◽  
The United States ◽  
Obstetrics And Gynecology ◽  
Evidence Based ◽  
Early Introduction ◽  
Practice Of Medicine ◽  
Preclinical Curriculum ◽  
Based Medicine

ABSTRACT Evidence-based medicine (EBM) is the conscientious, explicit and judicious use of current best evidence in making decisions about the care of individual patients. Despite improvement in knowledge, technology, effective medical therapies and ample practice guidelines, the practice of medicine in all specialties including obstetrics and gynecology (OB/GYN) continues to lag behind along with alarming rate of medical errors. Similarly, ultrasonography is rapidly expanding in the practice of medicine across many specialties but standardized requirements and ultrasound curricula for residency training in obstetrics and gynecology are still lacking. EBM is a required component of the curriculum of medical education at all levels but still does not have a firm foothold in the practice of medicine in the United States and other countries because of barriers. There are many proposed changes to improve the efficacy of current teaching of EBM and ultrasound including an early introduction in preclinical curriculum and integration of a longitudinal EBM-ultrasound training in the continuum of medical education. We present a case of postmenopausal bleeding (PMB) which was managed according to the traditional way, and review of EBM literature to contrast differences in clinical decision of two clinical approaches. How to cite this article Aragon L, Ho H. Obstetrics and Gynecology Ultrasound and Evidence-based Medicine in Medical Education. Donald School J Ultrasound Obstet Gynecol 2014;8(1):77-82.

The Commitment of the Documentation Service of the Swiss Academy of Medical Sciences for the Impartment of Evidence Based Medicine

Swiss Surgery ◽  
1999 ◽  
Vol 5 (4) ◽  
pp. 183-185
Author(s):  
Bleuer
Keyword(s):  
Evidence Based Medicine ◽  
Cochrane Library ◽  
Evidence Based ◽  
Medical Sciences ◽  
Based Medicine

Die mit dem Aufkommen der elektronischen Medien einhergehende Informationsflut hat die Erwartungen an den Dokumentationsdienst (DOKDI) der Schweizerischen Akademie der Medizinischen Wissenschaften verändert: Insbesondere Evidence Based Medicine (EBM) verlangt nicht nur die Beschaffung von Information, sondern auch eine Selektion hinsichtlich Qualität und Relevanz: Die sich aus der klinischen Situation ergebende Frage fordert eine Antwort, die inhaltlich richtig ist und in der konkreten Situation auch weiterhilft. Dem Ideal, sich durch kritische Lektüre der Originalarbeiten ein Bild über die vorhandene Evidenz für die Richtigkeit eines bestimmten Prozederes zu verschaffen, stehen in der Praxis meist Zeitmangel und methodische Schwierigkeiten im Weg; man wird sich deshalb oft auf die durch andere erarbeitete Evidenz abstützen müssen und z.B. die Cochrane Library konsultieren. Der DOKDI engagiert sich sowohl bei der Erarbeitung von systematischen Übersichtsarbeiten als auch bei der Dissemination der gefundenen Evidenz, indem er seine Erfahrung in der Dokumentation mit elektronischen Medien und die entsprechende Infrastruktur zur Verfügung stellt. Als Ergänzung zu diesen Aktivitäten hat die Akademie einen Grant zur Ausbildung von EBM-Tutoren gesprochen. In einem einwöchigen Kurs in Oxford werden Kliniker zu EBM-Tutoren ausgebildet: Dies wird zukünftig ermöglichen, vermehrt EBM-Workshops in der Schweiz durchzuführen.

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