Evidence based medicine in the graduates training
Teaching experience in a clinical skills laboratory
Abstract
Introduction: the School of Medicine is undergoing a reform process of its studies plan. Within this context, pilot experiences were devised geared to improving the training of students and incorporating educational innovations. Among these experiences we find the creation of a clinical skills laboratory which includes the teaching of evidence based medicine.
Objective: to describe the weaknesses and strengths of the evidence based medicine course.
Method: a total of 230 students of the clinical courses were included in this pilot experience. Out of these, an 80 student cohort group was formed to be evaluated on knowledge and the use of biomedical data, the applicability of contents and the level of satisfaction of the course. Likewise, the opinion of the tutors participating in the course was evaluated.
Results: before the course most students in the survey did not know the main biomedical information databases. In terms of applicability, it was evaluated as good or very good by 37 students (46.8%), satisfactory by 26 (33%) and not applicable by 16 (20.2%). Meeting the expectations was seen as good or very good by 28 students (35.4%), satisfactory by 39 (49.3%) and non-satisfactory by 11 (15.3%). All tutors regarded the experience as good or very good.
Conclusions: the experience was highly satisfactory, what suggests the inclusion of evidence based medicine in the graduate courses may be positive for students.
References
(2) Jones R, Higgs R, de Angelis C, Prideaux D. Changing face of medical curricula. Lancet 2001; 357(9257):699-703.
(3) Sackett DL, Rosenberg WM, Gray JA, Haynes RB, Richardson WS. Evidence based medicine: what it is and what it isn't. BMJ 1996; 312(7023):71-2.
(4) Evidence-Based Medicine Working Group. Evidence-based medicine. A new approach to teaching the practice of medicine. JAMA 1992; 268(17):2420-5.
(5) Norman G. Research in clinical reasoning: past history and current trends. Med Educ 2005; 39(4):418-27.
(6) Guyatt G, Cook D, Haynes B. Evidence based medicine has come a long way. BMJ 2004; 329(7473):990-1.
(7) Muñoz F, Cabrera R. Reflexiones sobre la evidencia en medicina. Rev Med Chile 2005; 133(10):1252-7.
(8) Keim SM, Howse D, Bracke P, Mendoza K. Promoting evidence based medicine in preclinical medical students via a federated literature search tool. Med Teach 2008; 30(9-10):880-4.
(9) Rhodes M, Ashcroft R, Atun RA, Freeman GK, Jamrozik K. Teaching evidence-based medicine to undergraduate medical students: a course integrating ethics, audit, management and clinical epidemiology. Med Teach 2006; 28(4):313-7.
(10) Johnston JM, Schooling CM, Leung GM. A randomised-controlled trial of two educational modes for undergraduate evidence-based medicine learning in Asia. BMC Med Educ 2009; 9:63.
(11) Demirdjian G. Medicina basada en la evidencia. Arch Argent Pediatr 2001; 99(4): 366-71.
(12) Sastre EA, Denny JC, McCoy JA, McCoy AB, Spickard A 3rd. Teaching evidence-based medicine: Impact on students' literature use and inpatient clinical documentation. Med Teach 2011; 33(6):e306-12.
(13) Meats E, Heneghan C, Crilly M, Glasziou P. Evidence-based medicine teaching in UK medical schools. Med Teach 2009; 31(4):332-7.
(14) Oude Rengerink K, Thangaratinam S, Barnfield G, Suter K, Horvath AR, Walczak J, et al. How can we teach EBM in clinical practice? An analysis of barriers to implementation of on-the-job EBM teaching and learning. Med Teach 2011; 33(3):e125-30.
(15) Lam WW, Fielding R, Johnston JM, Tin KY, Leung GM. Identifying barriers to the adoption of evidence-based medicine practice in clinical clerks: a longitudinal focus group study. Med Educ 2004; 38(9):987-97.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
