Evidence-based medicine curricula and barriers for physicians in training: a scoping review

Halalau, Alexandra; Holmes, Brett; Rogers-Snyr, Andrea; Donisan, Teodora; Nielsen, Eric J.; Cerqueira, Tiago Lemos; Guyatt, Gordon

doi:10.5116/ijme.6097.ccc0

Cited by 15 publications

(15 citation statements)

References 46 publications

(117 reference statements)

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“…Such an intervention is very short. Therefore, the intervention should be suitable for health professionals who usually state that their lack of time is a major obstacle to practicing EBM [32][33][34] and implementing the EBM curriculum during education [35].…”

Section: Comparison With Prior Workmentioning

confidence: 99%

Web-Based Educational Intervention to Improve Knowledge of Systematic Reviews Among Health Science Professionals: Randomized Controlled Trial

Martinić¹,

Čivljak²,

Marušić³

et al. 2022

J Med Internet Res

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Background Lack of knowledge of systematic reviews (SRs) could prevent individual health care professionals from using SRs as a source of information in their clinical practice or discourage them from participating in such research. Objective In this randomized controlled trial, we evaluated the effect of a short web-based educational intervention on short-term knowledge of SRs. Methods Eligible participants were 871 Master’s students of university health sciences studies in Croatia; 589 (67.6%) students who agreed to participate in the trial were randomized using a computer program into 2 groups. Intervention group A (294/589, 49.9%) received a short web-based educational intervention about SR methodology, and intervention group B (295/589, 50.1%) was presented with the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) checklist. The participants’ knowledge of SRs was assessed before and after the intervention. The participants could not be blinded because of the nature of the intervention. The primary outcome was the difference in the percentage of correct answers about SR methodology per participant between the groups after the intervention, expressed as relative risk and 95% CI. Results Results from 162 and 165 participants in the educational intervention and PRISMA checklist groups, respectively, were available for analysis. Most of them (educational intervention group: 130/162, 80.2%; PRISMA checklist group: 131/165, 79.4%) were employed as health care professionals in addition to being health sciences students. After the intervention, the educational intervention group had 23% (relative risk percentage) more correct answers in the postintervention questionnaire than the PRISMA checklist group (relative risk=1.23, 95% CI 1.17-1.29). Conclusions A short web-based educational intervention about SRs is an effective tool for short-term improvement of knowledge of SRs among health care studies students, most of whom were also employed as health care professionals. Further studies are needed to explore the long-term effects of the tested education. Trial Registration OSF Registries 10.17605/OSF.IO/RYMVC; https://osf.io/rymvc

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Section: Comparison With Prior Workmentioning

confidence: 99%

Web-Based Educational Intervention to Improve Knowledge of Systematic Reviews Among Health Science Professionals: Randomized Controlled Trial

Martinić¹,

Čivljak²,

Marušić³

et al. 2022

J Med Internet Res

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“…There is little evidence of the most efficacious training stage for EBM instruction, although students’ learning and attitudes towards critical thinking improve when EBM is taught since the beginning of medical school on more than one occasion42 45 46 (online supplemental table 11). Hence, it is paramount to integrate these tools and skills into all MD programmes, especially with enough resources to develop a robust framework for teaching EBM, with core competencies, assessment instruments and implementation guidelines thoroughly reviewed by EBM professionals 14 47–49…”

Section: Discussionmentioning

confidence: 99%

Teaching evidence-based medicine in Mexico: a systematic review of medical doctor curriculums at a national level

Rodríguez

Martinez-Alvarado²,

Garcia-Toto³

et al. 2022

BMJ EBM

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ObjectivesTo assess the teaching of evidence-based medicine (EBM) in medical curriculums. As a secondary objective, we assessed the representativeness of science courses related to EBM.Design and settingSystematic review. Accredited curriculums by the Mexican Council for the Accreditation of Medical Education.Main outcome measuresWe provided a descriptive analysis of the required or elective EBM courses and EBM-related courses, academic credits and teaching period. EBM-related courses included research methodology, epidemiology, biostatistics, clinical research, public health, clinical epidemiology, scientific dissemination and health informatics to explore scientific education and training offered by medical schools. Additionally, we examined the curriculum’s structure, location, type of institution, total programme duration and academic credits. Data collection occurred from December 2020 to February 2021.ResultsWe identified 171 registered curriculums, of which we assessed 60 unique programmes (50% public) in our analysis. We identified 16 EBM single courses on the fifth and sixth semesters, of which 12 (20%) were mandatory and 4 were electives (6.7%). The allocated academic credits for EBM courses are minimal, without difference between public or private institutions, representing 0.08% of the total curriculum. Public health, epidemiology, research methodology and biostatistics courses are offered with greater frequency (55% or less) and curricular value (0.6% or less). In some cases, they are taught as combined courses. Clinical research, health informatics and clinical epidemiology are taught less than EBM, while scientific dissemination is nil.ConclusionIn Mexico, EBM teaching is limited to only one of five curriculums with minimal curricular value. A comprehensive curricular review is necessary across programmes to incorporate EBM as a first step to improve medical education and, consequently, public health. We call to action through an online, collaborative platform with several applications to optimise teaching of EBM.Review protocol registrationThe systematic review protocol is excluded from the International Prospective Register of Systematic Reviews since this platform only accepts systematic reviews with health-related outcomes. Review protocol registration: https://osf.io/3xm2q/

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“…EBM training is mainly focused on theoretical courses and workshops, especially in the first steps of EBM [ 32 , 33 ]. Some educational interventions showed increased knowledge, skills, and willingness to apply EBM in clinical practice [ 34–36 ].…”

Section: Discussionmentioning

confidence: 99%

Self-perceived competencies on evidence-based medicine in medical students and physicians registered in a virtual course: a cross-sectional study

Romero-Robles

Soriano-Moreno

García-Gutiérrez

et al. 2021

Medical Education Online

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Background Evidence-based medicine (EBM) is defined as the integration of the best available evidence from scientific studies with clinical experience (and context) and with patients’ values and preferences. The objective of the present study was to describe self-perceived EBM competencies in physicians and medical students enrolled in a massive virtual EBM course. Methods Analytical cross-sectional study. People interested in a free virtual EBM course fulfilled their data in a virtual form for their registration in September 2020. In this form, 22 competencies related to four dimensions of EBM were evaluated: asking a clinical question, search, analysis, and application; using a 5-option Likert scale. The resulting database was analyzed, selecting people who claimed to be physicians or medical students of 18 years or more. Results 1793 participants were included: 1130 medical students and 663 physicians; more than 80% lived in Peru. The frequency of participants who agreed or strongly agreed with feeling qualified in each competence ranged: from 39.2% to 57.8% for the competencies of the ‘Asking a clinical question’ dimension, from 39.2% to 56.1% for ‘Search,’ from 19.9% to 32.0% for ‘Analysis,’ and from 19.6% to 29.9% for ‘Application.’ Both in physicians and students, the lowest frequencies were for the competencies of interpretation of impact measures, graphs, and results of systematic reviews; as well as shared decision making and calculation of expected benefit. Physicians who graduated more recently scored better on competencies from search and analysis dimensions. Conclusion Among physicians and medical students enrolled in the course, self-perception of competencies was lower in the dimensions of analysis and application. More recently graduated physicians seem to have a greater self-perception of their research and analysis skills, probably due to curricular updates. List of abbreviations: EBM: Evidence-based medicine; CIMBE, for its acronym in Spanish: International Course on Evidence-Based Medicine; SOCIMEP, for its acronym in Spanish: Peruvian Medical Student Scientific Society

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Evidence-based medicine curricula and barriers for physicians in training: a scoping review

Cited by 15 publications

References 46 publications

Web-Based Educational Intervention to Improve Knowledge of Systematic Reviews Among Health Science Professionals: Randomized Controlled Trial

Web-Based Educational Intervention to Improve Knowledge of Systematic Reviews Among Health Science Professionals: Randomized Controlled Trial

Teaching evidence-based medicine in Mexico: a systematic review of medical doctor curriculums at a national level

Self-perceived competencies on evidence-based medicine in medical students and physicians registered in a virtual course: a cross-sectional study

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