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Related Experiment Videos

How to teach evidence-based medicine.

Pamela Bradt1, Virginia Moyer

  • 1Department of Pediatrics, UT-Houston Medical School, 6431 Fannin, Suite 2.106, Houston, TX 77030, USA. pamela.j.bradt@uth.tmc.edu

Clinics in Perinatology
|July 24, 2003
PubMed
Summary

Practicing Evidence-Based Medicine (EBM) equips physicians to use medical literature for patient care, though it requires behavioral change. Educational interventions and accessible resources facilitate EBM adoption and skill development.

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Area of Science:

  • Medical Education
  • Clinical Practice

Background:

  • Physicians face barriers using medical literature for patient problems.
  • Practicing Evidence-Based Medicine (EBM) requires attitude and behavior change, potentially meeting resistance.
  • Understanding learners' behavior change stages aids educational interventions.

Purpose of the Study:

  • To outline the benefits and requirements for practicing EBM.
  • To identify facilitators for EBM adoption among physicians.
  • To highlight available resources and tools for teaching and learning EBM.

Main Methods:

  • The study discusses the process of learning and teaching EBM.
  • It emphasizes the need for skills in accessing, appraising, and applying medical literature.
  • Mentions the validation of a tool to evaluate EBM knowledge and skills acquisition.

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Main Results:

  • EBM practice provides tools to overcome barriers in using medical literature.
  • Physician conviction in EBM benefits is crucial for behavior change.
  • Easy access to evidence-based summaries and varied educational formats enhance EBM use.

Conclusions:

  • Learning and teaching EBM is increasingly accessible with new tools.
  • Educational interventions should consider behavior change stages and physician motivation.
  • Developing EBM skills, often untaught in medical school, is essential for modern practice.