TY - JOUR
T1 - Educating physicians in evidence based medicine
T2 - current practices and curricular strategies
AU - Maggio, Lauren A.
N1 - Funding Information:
I would like to thank my promoters Drs. Olle ten Cate, David Irby and Bridget O’Brien for their ongoing support and generosity of time and mind. I am also thankful for the faculty members Drs. Patricia O’Sullivan, Christy Boscardin and Arianne Teherani and my cohort members Drs. Carrie Chen, Karen Hauer and John Young of our joint University of Utrecht and University of California, San Francisco doctoral program in Health Professions Education. The defense took place at the University of Utrecht in the Netherlands on 10 September 2015. This doctorate was a joint program between the University of Utrecht and the University of California, San Francisco. The (co)promoters were Professor Olle ten Cate (University of Utrecht), Professor David Irby (University of California, San Francisco) and Dr. Bridget O’Brien (University of California, San Francisco). The thesis is available online via the university library: http://dspace.library.uu.nl/handle/1874/317367. Funding for Dr. Maggio’s doctoral studies were provided by Stanford University School of Medicine.
Publisher Copyright:
© 2016, The Author(s).
PY - 2016/12/1
Y1 - 2016/12/1
N2 - Introduction: Evidence-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. Methods: This 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. Results: The 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. Conclusion: This 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.
AB - Introduction: Evidence-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. Methods: This 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. Results: The 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. Conclusion: This 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.
KW - Curriculum
KW - Evidence-based medicine
KW - Information storage and retrieval
KW - Undergraduate medical education
UR - http://www.scopus.com/inward/record.url?scp=85038102764&partnerID=8YFLogxK
U2 - 10.1007/s40037-016-0301-5
DO - 10.1007/s40037-016-0301-5
M3 - Article
AN - SCOPUS:85038102764
SN - 2212-2761
VL - 5
SP - 358
EP - 361
JO - Perspectives on Medical Education
JF - Perspectives on Medical Education
IS - 6
ER -