A prospective study evaluating the integration of a multifaceted evidence-based medicine curriculum into early years in an undergraduate medical school

Abstract

Background: The importance of ensuring medical students are equipped with the skills to be able to practice evidence-based medicine (EBM) has been increasingly recognized in recent years. However, there is limited information on an effective EBM curriculum for undergraduate medical schools. This study aims to test the feasibility of integrating a multifaceted EBM curriculum in the early years of an undergraduate medical school. This was subsequently evaluated using the validated Fresno test and students' self-reported knowledge and attitudes as they progressed through the curriculum. Methods: EBM was integrated horizontally and vertically into the curriculum into the first 2 years of undergraduate medical school. First year medical students were recruited to participate in the study. The 212-point Fresno test was administered along with a locally developed questionnaire at baseline before EBM teaching in year one and at the end of EBM teaching in year two. Results: Thirty-one students participated at baseline and 55 students participated at the end of second year EBM teaching. For the 18 students who completed the Fresno at both time points, the average score increased by 38.7 marks (p < 0.001) after EBM teaching. Students felt confident in formulating clinical questions and in critically appraising journal articles after EBM teaching. EBM was perceived to be important to their future practice as a doctor and for improving patient outcomes at both time points. Conclusions: It has been feasible to integrate a multifaceted, EBM curriculum from the first year of an undergraduate medical program. Early evaluation of the curriculum using the Fresno test has shown a significant increase in students' EBM knowledge. The curriculum also demonstrated an increase in students' perceptions of the clinical relevance of EBM in their developing practice.

The effect of integration of basic and clinical aspects of a specific topic in a parasitology course on medical students learning

“…[ 24 ] The integration of the evidence-based medicine (EBM) curriculum was tested for the 1 st year medical students by Kumaravel et al . [ 13 ] and it was shown that the early introduction to EBM principles to medical students before clinical exposure can increase their knowledge and skills.…”

“…[ 5 6 7 ] Several studies have been undertaken regarding the integration of basic and clinical sciences and its effect on education. [ 2 8 9 10 11 12 13 14 15 ] Integration of basic and clinical science courses in U. S. pharmacy programs suggested variations in the design and implementation of integrated courses among U. S. pharmacy programs. [ 2 ] The integration of educational programs in physiopathology courses at Mashhad University of Medical Sciences indicated that integration improves the level of learning in students.…”

A compreensão de medicina baseada em evidência em graduandos do curso de medicina: uma revisão integrativa

“…Dessa forma, se faz necessário intervenções e estudos que averiguem a melhor forma de aplicar MBE na grade curricular. (Kumaravel et al, 2020).…”

Development and evaluation of a spiral model of assessing EBM competency using OSCEs in undergraduate medical education

“…Early findings of the evaluation of the curriculum in the initial 2 years have shown it is effective in improving students' EBM knowledge as measured by change in the students' performance in Fresno test [17]. Blended teaching methods have been implemented involving the integration of online and face to face teaching activities.…”

“…When students move to clinical rotations in their third and fourth years, they are asked to apply their EBM knowledge and skills in real life clinical scenarios. Details of the curriculum along with the evaluation of the effectiveness using validated tools such as the Fresno been described in a previous publication [17]. A spiral approach to the EBM curriculum has been implemented, where teaching of EBM concepts and applications increase in complexity and are reinforced longitudinally throughout the curriculum (Fig.…”