A Cross-Sectional Study of Medical Student Knowledge of Evidence-Based Medicine as Measured by the Fresno Test of Evidence-Based Medicine

Smith, Amy; Semler, Lauren; Rehman, Elizabeth A.; Haddad, Z.; Ahmadzadeh, K.; Crellin, Steven J.; Falkowska, K.; Kendig, Kalif A.; Steinweg, Brent H.; Dusza, Stephen W.; Glenn-Porter, Bernadette; Kane, Bryan G

doi:10.1016/j.jemermed.2016.02.006

Cited by 24 publications

(20 citation statements)

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“…While we do not have a baseline assessment to compare performance of previous classes prior to implementation of the longitudinal curriculum, others have documented Fresno benchmarks among EBM learners and practitioners. Smith et al (2016) collected data on the Fresno test performance from 417 third-and fourth-year medical students, a population not substantially different from our own. The average score achieved by this group of learners was 100.1 (Smith et al, 2016).…”

Section: Discussionmentioning

confidence: 99%

“…Smith et al (2016) collected data on the Fresno test performance from 417 third-and fourth-year medical students, a population not substantially different from our own. The average score achieved by this group of learners was 100.1 (Smith et al, 2016). Ramos et al (2003) administered the Fresno test to family practice residents and another group of self-identified EBM experts.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Evidence-based medicine skills that last: A transferable model utilizing integration, spaced learning, and repetition with a single study design among second-year medical students

Lupi¹,

Lefèvre²,

Ward-Peterson³

2017

MedEdPublish

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Evidence-based medicine skills that last: A transferable model utilizing integration, spaced learning, and repetition with a single study design among second-year medical students

Lupi¹,

Lefèvre²,

Ward-Peterson³

2017

MedEdPublish

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“…For example, we noted that the first (recognizing a knowledge gap) and last (evaluating practice) EBM steps are not well covered. Research suggesting that students struggle with critical appraisal skills [5] may indicate that these skills are more difficult for students to master and may explain why less attention is paid to the first and last steps. However, based on our finding that students lack willingness to admit uncertainty, which directly impacts their ability to recognize knowledge gaps, and medicine’s emphasis on continuous improvement we recommend EBM training take a more comprehensive approach to include all EBM steps.…”

Section: Discussionmentioning

confidence: 99%

“…Despite curricular integration of EBM, researchers have found clerkship-level medical students able to execute only half of the steps of EBM with difficulties especially in critically appraising the evidence found [5]. This deficiency suggests a need for future research to focus on the effectiveness of EBM interventions and educational approaches designed to overcome these challenges.…”

Section: Introductionmentioning

confidence: 99%

Educating physicians in evidence based medicine: current practices and curricular strategies

Maggio

2016

Perspect Med Educ

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IntroductionEvidence-based medicine (EBM) is an expectation of professional healthcare and a requisite component of medical school curricula. However, upon graduation medical students’ EBM skills have been found lacking suggesting a need to examine EBM training.MethodsThis PhD report presents two studies on EBM education. The first study is a literature review that describes and attempts to assess educational interventions for teaching medical students EBM. The second study presents a multi-institutional case study conducted in North America using interviews and curricular materials to identify EBM instructors’ perceptions of challenges that may impede medical students’ efforts to learn EBM.ResultsThe literature review analyzed 20 learning interventions from 12 countries that were presented in classrooms (75 %) and clinics (25 %). The steps of EBM were addressed to varying degrees. It was not possible to draw conclusions about the efficacy of the interventions due to lack of detailed reporting. The qualitative study identified four learning challenges: sub-optimal role models, student lack of willingness to admit uncertainty, lack of clinical context, and difficulty mastering EBM skills. To meet these challenges, participants described interventions such as integrating EBM skills with other content/courses, incorporating clinical content into EBM teaching, providing faculty development, using whole-task EBM activities, and longitudinal integration of EBM across the curriculum.ConclusionThis PhD report takes steps to describe and assess EBM learning interventions, presents student learning challenges and looks at approaches institutions take to meet them. Educators can use these findings to examine their curriculum and learning environments and, if desired, adopt them for their training.

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“…Despite this ubiquitous training, students demonstrate an understanding of only half of the requisite EBM skills on graduation 2. This may leave them ill prepared for residency and suggests a need to examine EBM educational approaches.…”

mentioning

confidence: 99%

Practising evidence-based medicine (EBM): a descriptive analysis of medical students’ whole-task EBM assignments

Maggio

Capdarest–Arest

2017

Evid Based Med

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Researchers have suggested whole-task learning activities to practice and teach evidence-based medicine (EBM); however, limited description exists of their use in EBM curricula. This article describes medical students' execution of a whole-task EBM assignment and characterises themes emerging from assignment submissions. Between 2013 and 2015, Stanford University's paediatric clerkship students completed a whole-task EBM assignment based on a patient encounter. The assignment captured students' efforts to perform all EBM steps and describe their patient scenario and future knowledge needs strategies. Assignments were analysed using descriptive statistics and qualitative description. 123 students completed the assignment. Students formulated therapy (n=76), prognosis (n=18), diagnosis (n=15), harm (n=9) and aetiology (n=2) questions, and used a single (n=58) or multiple information resources (n=57). Based on evidence appraisal, 95 students indicated that the found evidence would inform future practice while 16 were sceptical of its conclusivity. 65 learners wanted to share evidence with colleagues; 33 with patients and families. To meet future knowledge needs, learners suggested using a structured approach (eg, PICO (patient, intervention, comparison and outcome); n=58), reading more primary literature (n=22) and creating question logs (n=21). This article provides a glimpse into students' EBM process and demonstrates the feasibility of whole-task activities for use in EBM training. Findings related to students' clinical uncertainty and information sharing raise questions about coverage of these topics in current EBM training and suggest that further investigation is warranted.

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A Cross-Sectional Study of Medical Student Knowledge of Evidence-Based Medicine as Measured by the Fresno Test of Evidence-Based Medicine

Cited by 24 publications

References 3 publications

Evidence-based medicine skills that last: A transferable model utilizing integration, spaced learning, and repetition with a single study design among second-year medical students

Evidence-based medicine skills that last: A transferable model utilizing integration, spaced learning, and repetition with a single study design among second-year medical students

Educating physicians in evidence based medicine: current practices and curricular strategies

Practising evidence-based medicine (EBM): a descriptive analysis of medical students’ whole-task EBM assignments

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