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Teaching evidence-based medicine using a problem-oriented approach.

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Integrating evidence-based medicine (EBM) into problem-based learning (PBL) made clinical training more engaging for medical students. While generally successful, time constraints for literature searches were noted.

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Area of Science:

  • Medical Education
  • Clinical Practice

Background:

  • Suez Canal University's Faculty of Medicine implemented an innovative curriculum.
  • Evidence-based medicine (EBM) was integrated into problem-based learning (PBL) for clinical medicine education.

Purpose of the Study:

  • To integrate EBM into PBL sessions for sixth-year medical students.
  • To evaluate student and tutor satisfaction with the EBM-PBL integration.

Main Methods:

  • 196 sixth-year students received EBM training through theoretical and practical sessions.
  • Sixteen EBM educational scenarios were developed, incorporating PICO questions, evidence searching, appraisal, and application.
  • Student and tutor satisfaction was assessed using a 3-point rating questionnaire.

Main Results:

  • Most students and faculty were satisfied, finding the EBM-integrated problems more stimulating.
  • A significant minority of students (33.6%) reported insufficient time for literature searches.

Conclusions:

  • Integrating EBM into PBL enhances engagement and stimulation for final-year medical students.
  • This approach facilitates the practice and implementation of EBM within a clinical context.