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Related Experiment Videos

Successful teaching in evidence-based medicine.

W A Ghali1, R Saitz, A H Eskew

  • 1Faculty of Medicine, The University of Calgary, Canada.

Medical Education
|December 22, 1999
PubMed
Summary

A brief evidence-based medicine (EBM) mini-course significantly improved medical students' literature searching and critical appraisal skills. The intervention fostered a greater tendency to use research to solve clinical problems.

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Area of Science:

  • Medical Education
  • Evidence-Based Medicine (EBM)

Background:

  • Medical trainees require exposure to evidence-based medicine (EBM).
  • Existing literature highlights the importance of EBM for medical education.

Purpose of the Study:

  • To develop and objectively evaluate a mini-course in EBM for third-year medical students.
  • To assess the impact of EBM training on students' skills and attitudes.

Main Methods:

  • A controlled educational study was conducted with third-year medical students.
  • An intervention group (n=34) received an EBM mini-course; a control group (n=26) received traditional teaching.
  • Pre- and post-intervention surveys assessed changes in literature searching, critical appraisal, and application of evidence.

Main Results:

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  • The EBM mini-course significantly improved students' self-assessed skills and attitudes.
  • MEDLINE searching skills (P=0.002) and critical appraisal abilities (P=0.0002) increased significantly in the intervention group compared to controls.
  • Students in the intervention group showed a greater tendency to use MEDLINE and research articles for clinical problem-solving (P=0.002 and P=0.0008, respectively).

Conclusions:

  • A brief EBM teaching intervention positively impacted medical student skills and attitudes.
  • Key elements for success include active student involvement, clinically relevant exercises, and integrated skill-building.
  • This approach enhances the practical application of EBM in medical training.