scholarly journals Investing in medical student’s research: Promoting future of evidence based medicine in Nepal

2014 ◽  
Vol 11 (3) ◽  
pp. 297-300 ◽  
Author(s):  
B Basnet ◽  
A Bhandari
Keyword(s):  
Evidence Based Medicine ◽  
Clinical Training ◽  
Medical Curriculum ◽  
Publishing Research ◽  
Evidence Based ◽  
Student Research ◽  
Research Activities ◽  
Clinical Literature ◽  
Dual Degree ◽  
Based Medicine

Along with clinical training, encouraging practice of Evidence Based Medicine (EBM) plays a crucial role in training tomorrow’s doctors. Involvement of medical students in research activities is crucial in developing critical thinking, efficient literature-searching, and application of formal rules of evidence in evaluating the clinical literature, and publishing research to contribute to medicine. Though significant progress has been made in the recent years, the concept of student research is relatively new and less implemented in Nepal. Mandatory research in the medical curriculum, electives or dual degree programs can not only promote student research but also enhance better EBM practices among medical professionals. DOI: http://dx.doi.org/10.3126/hren.v11i3.9660 Health Renaissance 2013;11(3):297-300

scholarly journals Evidence Based Medicine: A Paradigm for Clinical Practice

2018 ◽  
Vol 11 (02) ◽  
pp. 74-81
Author(s):  
KR Reddy
Keyword(s):  
Clinical Practice ◽  
Evidence Based Medicine ◽  
Medical Curriculum ◽  
Evidence Based ◽  
Clinical Expertise ◽  
Clinical Literature ◽  
Evidence Evaluation ◽  
Quality Of Medical Care ◽  
Patient Values ◽  
Based Medicine

Evidence based medicine (EBM) is the integration of best research evidence with clinical expertise and patient values. In the practice of EBM it is the physician’s duty to find the best and most current information and apply it judiciously for the benefit of the patient. The practice of EBM involves formulating a clear clinical question from a patient’s problem, searching the literature to acquire the evidence, then critically appraising the evidence for its validity and usefulness, and applying the results by implementing useful findings into clinical practice, and finally evaluating this application of evidence on patient. An important rule in EBM is that it starts with the patient and ends with the patient. Evidence based medicine requires new skills of the physician, including efficient literature searching and the application of formal rules of evidence evaluation from the clinical literature. Incorporation of EBM into one’s practice will not only make one a better clinician, it also allows one to provide the best possible quality of medical care to his or her patients. Thus EBM can be incorporated as an integral part of the medical curriculum.

scholarly journals Integration of Evidence Based Medicine into a Medical Curriculum

2009 ◽  
Vol 14 ◽  
Author(s):  
H M Tamim ◽  
M Ferwana ◽  
E Al Banyan ◽  
I Al Alwan ◽  
AH Hajeer
Keyword(s):  
Evidence Based Medicine ◽  
Medical Curriculum ◽  
Evidence Based ◽  
Based Medicine

scholarly journals Wikipedia: A Medical Student Educational Project to Edit Wikipedia in Preparation for Practicing Evidence-Based Pain Medicine

2020 ◽  
Vol 7 ◽  
pp. 238212052095969
Author(s):  
Diana Kantarovich ◽  
Hanna B Vollbrecht ◽  
Sebastian A Cruz ◽  
Hector Castillo ◽  
Cody S Lee ◽  
...  
Keyword(s):  
Chronic Pain ◽  
Medical Students ◽  
Evidence Based Medicine ◽  
Medical Information ◽  
Medical Curriculum ◽  
Evidence Based ◽  
Online Information ◽  
Pain Medicine ◽  
Based Medicine

Objective: Wikipedia is commonly used to acquire information about various medical conditions such as chronic pain. Ideally, better online pain management content could reduce the burden of opioid use disorders. Our goal was to improve the quality of the content available on Wikipedia to make it more accurate and applicable to medical students and the general public while training medical students to practice evidence-based medicine and critically assess their sources of information. Methods: An elective class in Neuroscience, Pain, and Opioids composed of 10 medical students met biweekly to discuss landmark and practice-changing research articles in the fields of acute pain, chronic pain, and opioid management. The professor chose Wikipedia articles relevant to this course. Three independent viewers analyzed the quality of citations, anecdotal medical content, and content value for both patients and medical professionals. As part of their coursework, students then edited the Wikipedia articles. Results: Although some of the Wikipedia pain topic content (6.7% ± 2.0) was anecdotal, financially biased, or inconsistent with Western Medical Practice content, overall articles included primarily high-quality citations (85.6% ± 3.1). On a 0-5 Likert scale, students felt content would be moderately helpful for both medical students/professionals (3.4 ± 0.2) and laypersons (3.5 ± 0.2). Editing and adding citations was feasible, but novel material was often reverted. Conclusion: A significant amount of pain medicine content was relevant and amenable to student editing. Therefore, future use of this tactic could provide a unique opportunity to integrate evidence-based medicine into the medical curriculum and have a direct impact on the widely available medical information. Future refinement in the editorial process may also further improve online information.

scholarly journals Evidence-based medicine

1996 ◽  
Vol 20 (11) ◽  
pp. 673-675 ◽  
Author(s):  
Simon Gilbody
Keyword(s):  
Evidence Based Medicine ◽  
Clinical Training ◽  
Journal Club ◽  
Critical Evaluation ◽  
Research Literature ◽  
Psychiatric Research ◽  
Evidence Based ◽  
Based Medicine ◽  
Clinical Problems

Evidence-based medicine is an approach to clinical training and practice that is increasing in popularity. When introduced into the journal club format, it provides an opportunity to integrate real clinical problems with critical evaluation of the psychiatric research literature. The principles of evidence-based medicine and the practicalities of its introduction into the Journal club format are described.

scholarly journals Integration of evidence based medicine into the clinical years of a medical curriculum

2012 ◽  
Vol 19 (2) ◽  
pp. 136 ◽  
Author(s):  
Mazen Ferwana ◽  
IbrahimA Alwan ◽  
MohamedA Moamary ◽  
MohiE Magzoub ◽  
HaniM Tamim
Keyword(s):  
Evidence Based Medicine ◽  
Medical Curriculum ◽  
Evidence Based ◽  
Based Medicine

scholarly journals The experiences, attitudes and understanding of research amongst medical students at an Australian medical school

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Jaidyn Muhandiramge ◽  
Tony Vu ◽  
Megan J. Wallace ◽  
Eva Segelov
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Medical School ◽  
Evidence Based Medicine ◽  
Free Text ◽  
Evidence Based ◽  
Research Experience ◽  
Student Research ◽  
Medical Student Research ◽  
Based Medicine

Abstract Background Research engagement plays an integral role in developing clinicians that practice effective, evidence-based medicine. Research participation by clinicians, however, is declining. Given the link between research during medical school and future research output, promotion of medical student research is one avenue by which this shortage can be addressed. Student research attitudes and participation in Australia are not well-documented in the literature. This study therefore aims to investigate research practices, motivators, and barriers amongst Australian medical students in order to determine whether there is a need for further integration of research within Australian medical school curriculums. Methods A cross-sectional study design was used to explore research experience and attitudes, as well as the enablers and barriers to research amongst students enrolled in all years of the five-year medical course at Monash University. A questionnaire was created by combining questions from several surveys on medical student research and comprised Likert scales, multiple choice options and free-text responses assessing research experience, attitudes, motivators, and barriers. Results Seven hundred and four respondents (69.4% female; survey response rate 36.7%) reported variable research experience and interest. Less than half of the cohort (n = 296; 44.9%) had contributed to a research project. Increasing employability for specialty training programs was the primary motivating factor (n = 345; 51.9%) for pursuing research, with only 20.5% (n = 136) citing an interest in academia as a motivator. Time constraints (n = 460; 65.3%) and uncertainty surrounding how to find research opportunities (n = 449; 63.8%) were the most common barriers to research. Conclusions Medical students at Monash University are interested in but have limited experience with research. Students are, however, primarily motivated by the prospect of increasing employability for specialist training; medical schools should therefore focus on encouraging intrinsic motivation for pursuing research. Greater integration of research education and opportunities within medical school curricula may also be required to provide students with the skills necessary to both pursue research and practice evidence-based medicine.

scholarly journals Development and evaluation of an evidence-based medicine module in the undergraduate medical curriculum

2020 ◽  
Author(s):  
Abeer Salem Al Shahrani
Keyword(s):  
Medical Students ◽  
Study Design ◽  
Evidence Based Medicine ◽  
Clinical Decision Making ◽  
Medical Curriculum ◽  
Control Group ◽  
Evidence Based ◽  
Fresno Test ◽  
Post Test ◽  
Based Medicine

Abstract Background: Evidence-based medicine (EBM) is a core competence in both undergraduate and postgraduate medical curricula. However, its integration into curricula varies widely. Our study will help medical colleges develop, implement and evaluate their EBM courses. We assessed the effectiveness of workshops in improving critical appraisal skills among medical students.Methods: A before-and-after study design without a control group was used. A 5-week short EBM module including lectures, workshops, and online search sessions was conducted with 52 fourth-year medical students during their primary healthcare course at the College of Medicine, Princess Nourah bint Abdulrahman University. Statistical analysis was performed using SPSS statistical software (version 20, SPSS Inc., Chicago, US). Parametric tests as well as Student’s paired t-test for pre- and post-test comparisons were used.Results: Forty-nine (49) participants completed the pre- and post-training Fresno tests, and 44.9% of the participants had a GPA of 4.0 or higher. The mean Fresno test score increased from 45.63 (SD 21.89) on the pre-test to 64.49 (SD 33.31) on the post-test, with significant improvements in the following items: search strategies, relevance, internal validity, magnitude and significance of results, statistical values of diagnosis studies (sensitivity, specificity, and LR), statistical values of therapy studies (ARR, RRR, and NNT), and best study design for diagnosis and prognosis (P<0.05).Conclusion: This study supports that a short course in EBM that is incorporated into the undergraduate curriculum, especially in the clinical years, might be effective in improving medical students’ knowledge and skills in EBM. However, prospective studies are necessary to assess the long-term impact of these interventions and ultimately their effectiveness for clinical decision making. Trial registration: not applicable

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.

Sign in / Sign up

Export Citation Format

Share Document