Objective. To describe a longitudinal evidence-based medicine (EBM) curriculum and to evaluate the impact of this program on the attitudes and perceptions of student pharmacists towards EBM.Methods. Western University of Health Sciences has had a structured, longitudinal, EBM curriculum for over 10 years, spanning the first to third years, including the introductory experiential experiences. A survey was administered prior to the main EBM course and at the completion of the course at three time periods to assess student pharmacists' attitudes and perceptions of EBM and interactive pedagogical methods. Student pharmacists at Western University of Health Sciences voluntarily participated in the self-administered survey. The three time periods examined included: directly after completion of the Results. The response rates were: pre-survey 94% and post-survey 53%. The three classes surveyed had similar baseline characteristics. Students' perceptions of EBM skills and attitudes improved at all time periods post-course. Students felt strongly both before and after exposure to the EBM course and the longitudinal EBM curriculum about learning new EBM skills and that all pharmacists should have these skills. Significantly more students appreciated all of the interactive pedagogical methods after APPE completion as compared with directly after the EBM course and after didactic completion.
Conclusions.The attitudes and perceptions of student pharmacists towards EBM improved after exposure to a longitudinal EBM curriculum.
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