Evidence-Based Medicine Training in Undergraduate Medical Education

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.

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Integrating Evidence Based Medicine Into Undergraduate Medical Education: Combining Online Instruction With Clinical Clerkships

Teaching and Learning in Medicine ◽

10.1080/10401334.2010.488460 ◽

2010 ◽

Vol 22 (3) ◽

pp. 219-223 ◽

Cited By ~ 32

Author(s):

Stephen C. Aronoff ◽

Barry Evans ◽

David Fleece ◽

Paul Lyons ◽

Lawrence Kaplan ◽

...

Keyword(s):

Medical Education ◽

Undergraduate Medical Education ◽

Online Instruction ◽

Evidence Based Medicine ◽

Evidence Based ◽

Clinical Clerkships ◽

Based Medicine

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

Evidence Based Library and Information Practice ◽

10.18438/b88p6d ◽

2012 ◽

Vol 7 (3) ◽

pp. 98 ◽

Cited By ~ 3

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.

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

MedEdPORTAL ◽

10.15766/mep_2374-8265.11026 ◽

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

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Practical Evidence-Based Medicine at the Student-to-Physician Transition: Effectiveness of an Undergraduate Medical Education Capstone Course

Medical Science Educator ◽

10.1007/s40670-020-00970-9 ◽

2020 ◽

Vol 30 (2) ◽

pp. 885-890

Author(s):

Caitlin R. Anderson ◽

John Haydek ◽

Lucas Golub ◽

Traci Leong ◽

Dustin T. Smith ◽

...

Keyword(s):

Medical Education ◽

Undergraduate Medical Education ◽

Evidence Based Medicine ◽

Evidence Based ◽

Capstone Course ◽

Based Medicine

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

BMC Medical Education ◽

10.1186/s12909-021-02876-5 ◽

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.

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A Survey Based Feedback Analysis of the Current Medical Teaching Methodology and Trends in Medical Research Practice in a South Indian Medical Institute

International Journal of Medical Students ◽

10.5195/ijms.2018.3 ◽

2018 ◽

Vol 6 (1) ◽

pp. 6-17

Author(s):

Supreeth Nekkanti ◽

Sagarika Manjunath ◽

Arun Mahtani ◽

Archana Meka ◽

Tanushree Rao

Keyword(s):

Medical Education ◽

Healthcare System ◽

Education System ◽

Evidence Based Medicine ◽

Skills Training ◽

Current Medical ◽

Medical Institute ◽

Teaching Methodology ◽

Evidence Based ◽

Based Medicine

Background: The spine of a good healthcare system is the medical education received by its doctors. As medicine is evolving, the same can be inferred regarding the delivery of medical education. This study was conducted among 541 students in a prestigious medical college in India. The aim of the study was to find out lapses in our current medical education system and steps to improve it. Methods: A total of 541 medical students were included in this study. The only inclusion criteria being that they should be in their 2nd year MBBS or above. A questionnaire of 20 questions was given to each student and they were asked to mark the answers they felt was most appropriate. The questionnaire dealt with issues faced in our current education system regarding teaching methodology, clinical postings, research, evidence based medicine and steps to improve the healthcare system. Data was collected, analysed and statistically evaluated using Microsoft Excel and SPS version 21.0. Results: Majority of the students felt that classroom strength should not be more than a hundred students. They felt that more innovative teaching methods and discussions should be included. Students laid emphasis on research, clinical skills training and evidence based medicine. They felt that the healthcare system also needs tweaking in terms of funding and practicing evidence based medicine to be on par with healthcare systems across the world. Conclusion: The results in this study, resonates with the results of various other studies regarding delivery of medical education. It also takes into account the holistic approach of improving medical education and healthcare rather than focusing on one single aspect.

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