Acquiring evidence-based medicine and research skills in the undergraduate medical curriculum: three different didactical formats compared

Abstract

Medical schools have recently witnessed a call for authentic research activities that equip students with the skills required for evidence-based medicine (EBM) and research. Because it is not always possible to make such activities available as a part of the curriculum, evaluating the effectiveness of the various choices of traditional and authentic EBM and research skills courses is essential. This study’s purpose was to evaluate students’ perceived EBM and research skill acquisition in three different courses in a Dutch medical school. Self-reported surveys were conducted among 163 Dutch medical undergraduates who participated in an undergraduate research project, a basic EBM skills elective, or a traditional lecture-based skills course. MANCOVA was employed to test for group differences in perceived skill acquisition. Students who finished their research project perceived themselves as more experienced in writing and information retrieval skills than students who participated in the lecture-based course or basic skills elective. Students in the lecture-based course identified themselves as being the most experienced in critical judgment. No group differences were found for overall gains. Authentic research activities may have benefits over traditional lecture-based courses in the undergraduate medical curriculum, especially in terms of equipping students with writing and information retrieval skills.

Breakthrough Knowledge Synthesis in the Age of Google

“…Training in synthesis skills should be acquired early in a researcher's career [47]. Today's evidence-based medicine is increasing the need for biomedical students to acquire research skills in information retrieval, critical judgment, statistical analysis, and writing [48]. Writing with rigorous analysis and logic is a critical professional skill required by most businesses, industry [49], and government agencies [50].…”

Development and evaluation of an evidence-based medicine module in the undergraduate medical curriculum

“…In addition, there is debate about the most effective training method for EBM for undergraduate students. Different types of teaching methods, such as ipped classrooms, journal clubs, seminars and morning reports, have been reported in the literature [8][9][10]. Furthermore, some studies have proposed that EBM may be offered online or in a blended learning format [11,12].…”

A small group learning model for evidence-based medicine

“…Recently, scholars have called for educational approaches to EBM that are authentic, engaging, and student-centered 8. Small-group learning (SGL), sometimes called cooperative learning, has been used in secondary and higher education for many decades to promote student engagement 9–12.…”

“…SGL has been successfully adopted in medical education to enhance skills and knowledge in a variety of areas, including interpreting and applying evidence in clinical practice 13–18. SGL utilizes an expert facilitator to guide face-to-face educational experiences and support learners to take active roles in their training 8,14–16,19…”