ABSTRACT: Evidence-Based Medicine Training in Undergraduate Medical Education: A Review and Critique of the Literature Published 2006-2011
PURPOSE:To characterize recent evidence-based medicine EBM educational interventions for medical students and suggest future directions for EBM education.METHOD:The authors searched the MEDLINE, Scopus, Educational Resource Information Center, and Evidence-Based Medicine Reviews databases for English-language articles published between 2006 and 2011 that featured medical students and interventions addressing multiple EBM skills. They extracted data on learner and instructor characteristics, educational settings, teaching methods, and EBM skills covered.RESULTS:The 20 included articles described interventions delivered in 12 countries in classroom 75%, clinic 25%, and/or online 20% environments. The majority 60% focused on clinical students, whereas 30% targeted preclinical students and 10% included both. EBM skills addressed included recognizing a knowledge gap 20%, asking a clinical question 90%, searching for information 90%, appraising information 85%, applying information 65%, and evaluating practice change 5%. Physicians were most often identified as instructors 60%; co-teachers included librarians 20%, allied health professionals 10%, and faculty from other disciplines 10%. Many studies 60% included interventions at multiple points during one year, but none were longitudinal across students tenures. Teaching methods varied. Intervention efficacy could not be determined.CONCLUSIONS:Settings, learner levels and instructors, teaching methods, and covered skills differed across interventions. Authors writing about EBM interventions should include detailed descriptions and employ more rigorous research methods to allow others to draw conclusions about efficacy. When designing EBM interventions, educators should consider trends in medical education e.g., online learning, interprofessional education and in health care e.g., patient-centered care, electronic health records.