Integration of evidence based medicine into the clinical years of a medical curriculum

Ferwana, Mazen; Alwan, Ibrahim Al; Moamary, Mohamed Al; Magzoub, M.; Tamim, Hani

doi:10.4103/2230-8229.98307

Cited by 13 publications

(10 citation statements)

References 17 publications

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“…Presenting scientific results (N = 10) and student research projects (N = 10) were also part of publications identified in this review. Teaching interventions varied lengthwise, from three hours of workshop (24) to full-grown vertically integrated study programs (25)(26)(27)(28).…”

Section: Resultsmentioning

confidence: 99%

“…Some studies report precisely, describe the educational intervention and present evaluation data including pre-and postmeasures of student knowledge and student attitude (32,34,38,41). Others characterize the intervention briefly and present post-course evaluation data of student satisfaction (35,(48)(49)(50) or report on the educational intervention without any kind of evaluation (25,28,51). implementation into existing curricula.…”

Section: Limitationsmentioning

confidence: 99%

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Teaching scientific principles in undergraduate medical education – a scoping review on international examples

Vonneilich¹,

Kurth²

2020

Preprint

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Background The constant growth of medical scientific knowledge, stronger calls for evidence based medicine and changing roles of physicians are examples for the relevance of teaching scientific principles in undergraduate medical education. The acquisition of scientific skills is comparably weak in undergraduate medical education. This scoping review addresses the following questions: Which examples on teaching scientific principles in undergraduate medical education can be identified in international literature? What is known regarding their educational success and how can they be integrated into undergraduate medical curricula? Methods A systematic scoping review search was conducted in PubMed. Criteria for eligibility were English or German language, publication in a peer-reviewed journal, publication date after 1 st of January 2000 and the publications had to report educational interventions in undergraduate medical education on one of the following basic scientific principles: searching literature, formulating scientific questions, reading and critical appraisal of literature, writing, presentation and understanding of the research process. After full-text screening, 29 studies were included in the analysis. Results Educational interventions focused on literature search (N=14), critical appraisal of scientific publications (N=13) and the formulation of scientific questions (N=13). Evaluation data were included in 16 publications. Outcomes included measures of student satisfaction, student knowledge and scientific competence based on tested instruments. Results were quite heterogeneous regarding the success of educational interventions. Conclusions Publications in this field of medical education vary considerably regarding reporting of results and inclusion of evaluation data, making a comprehensive analysis of the educational interventions a difficult task. Nevertheless, some ideas for the implementation of scientific principles in undergraduate medical education can be named. Student knowledge of and student attitude towards scientific principles in medical education can be fostered by integrating different didactic approaches, by including self-study time and by integrating these principles vertically in undergraduate medical curricula along with clinical aspects.

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Section: Resultsmentioning

confidence: 99%

Section: Limitationsmentioning

confidence: 99%

Teaching scientific principles in undergraduate medical education – a scoping review on international examples

Vonneilich¹,

Kurth²

2020

Preprint

View full text Add to dashboard Cite

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“…Therefore, it is recommended to incorporate the EBM in various teaching activities such as: small group teaching, task assignment, morning meetings, ward rounds and journal club with continued evaluation by academic educators. 19 Furthermore, the academic educators have to become EBM role models themselves for the student. 20 Also, training students to search effectively the available resources like electronic and online databases of systemic review and EBM summaries on daily or weekly bases is an important element in teaching.…”

Section: Recommendations:-mentioning

confidence: 99%

Knowledge, Attitude, and Behavior Among Medical Student at Umm- Al-Qura University Toward Evidence-Based Medicine.

Bawazeer¹,

Alotaibi²,

Fatani³

et al. 2017

IJAR

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This study aims to evaluate the knowledge, attitude and behavior toward evidence based medicine (EBM) among undergraduate medical student in Saudi Arabia and to highlight barriers preventing the use of EBM effectively. Methods: This cross sectional study was conducted on sixth year medical students at Umm Al-Qura University (UQU) by distributing a self-administered questionnaire manually and electronically between November 2014 to January 2015. Results: The survey completed by only 32.5% (n=87) students, all sixth year medical students at UQU showed a good knowledge and a positive attitude towards evidence based medicine. Most of the students find their evidence on the internet, while 52.9% (n=64) never used reliableand peer reviewed sources (Cochrane database) in their searches. There are 58% of student who spend an hour or less daily looking up evidence, while 32.2% (n=28) do not spend any time during their usual day. Lastly, 65% believe that EBM takes too much time for busy medical students and only 29.9% believed that EBM is clearly incorporated during teaching sessions. Conclusion:Good level of knowledge and positive attitude towards evidence based medicine was reported by the students. On the other hand, there is a gap in their actual behaviors of practicing EBM. Accordingly, improvement on education system of EBM is needed to increase the quality and effectiveness of student's skills and their ability of applying EBM in their future by incorporate the EBM in various teaching activities. Further studies are required on a larger scale for generalizing the results.

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“…It also allows flexibility to develop specific aspects of the curriculum targeted to the needs of its future graduates in order to practice in sites distant from tertiary care medical centers. 1,2 Evidence-based medicine (EBM) is one of these essential elements of practice becoming part of medical curricula around the world. North American and Canadian stakeholders in medical education have made EBM practice a core competency to develop.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of an evidence-based medicine educational intervention in a regional medical campus

et al. 2018

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Background: Enhanced educational activities were developed by a regional medical campus (RMC) in order to incorporate evidence-based medicine (EBM) practice in the learning process of medical students. This study aimed to measure the effectiveness of these activities. Methods:The experimental group was made up of third-year students from the RMC. The comparison group included students from the main campus of the medical school and another of its RMCs. The experimental group received additional training on EBM: one additional hour in class, plus skills development exercises throughout the semester. During the regular academic sessions, clinical questions requiring EBM literature searching skills were incorporated in the curriculum. Tests on knowledge and self-assessment of competencies were administered to all participants at the beginning and at the end of the semester. Data were analyzed using repeated measures analysis of variance and post hoc tests for within and between groups comparison.

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Integration of evidence based medicine into the clinical years of a medical curriculum

Cited by 13 publications

References 17 publications

Teaching scientific principles in undergraduate medical education – a scoping review on international examples

Teaching scientific principles in undergraduate medical education – a scoping review on international examples

Knowledge, Attitude, and Behavior Among Medical Student at Umm- Al-Qura University Toward Evidence-Based Medicine.

Evaluation of an evidence-based medicine educational intervention in a regional medical campus

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