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[Questions as evident key to knowledge: teaching medical students evidence-based medicine]
J S Madsen1, B Wallstedt, C J Brandt
1Syddansk Universitet, Det Sundhedsvidenskabelige Fakultet, Klinisk Institut, Afdeling for Klinisk Biokemi, Genetik og Farmakologi og Enheden for Uddannelsesudvikling. Jonna.Skov.Madsen@dadlnet.dk
Introduction:
In Denmark, as in other countries, there is an increasing focus on evidence-based medicine (EBM) as a necessary tool for using modern sources of information, but until now EBM training has not been incorporated in our undergraduate curriculum.
Material And Methods:
This course is given in the ninth semester (out of 13) and the subject matter is clinical biochemistry. The course consists of seven (one-hour) lectures over three weeks. First, the EBM method is introduced, then the students split up into small groups, choose their own diagnostic problem, and carry out a structured search. The search leads to the choice of a scientific article, which is subsequently presented to and discussed by all the students. We asked about their opinion of the course by questionnaire.
Results:
The answers to the questionnaire confirmed that the students have improved their ability to read and assess scientific articles and to seek information, and it has stimulated them to understand concepts instead of memorising details.
Discussion:
Although the assessment of this course was positive, it can no doubt be improved and further developed. In our opinion the use of EBM should not be confined to one course. The medical students should be introduced to EBM at an early stage, thereby abling them to practice it throughout their training.