TY - JOUR
T1 - Evaluation of a longitudinal medical school evidence-based medicine curriculum
T2 - A pilot study
AU - West, Colin P.
AU - McDonald, Furman S.
PY - 2008/7
Y1 - 2008/7
N2 - BACKGROUND: Evidence-based medicine (EBM) is increasingly taught in medical schools, but few curricula have been evaluated using validated instruments. OBJECTIVE: To evaluate a longitudinal medical school EBM curriculum using a validated instrument. DESIGN, PARTICIPANTS, MEASUREMENTS: We evaluated EBM attitudes and knowledge of 32 medical students as they progressed through an EBM curriculum. The first part was an EBM "short course" with didactic and small-group sessions occurring at the end of the second year. The second part integrated EBM assignments with third-year clinical rotations. The validated 15-item Berlin Questionnaire was administered before the course, after the short course, and at the end of the third year. RESULTS: EBM knowledge scores increased from baseline by 2.8 points at the end of the second year portion of the course (p=.0001), and by 3.7 points at the end of the third year (p<.0001). Self-rated EBM knowledge increased from baseline by 0.8 and 1.1 points, respectively (p=.0006 and p<.0001, respectively). EBM was felt to be of high importance for medical education and clinical practice at all time points, peaking after the short course. CONCLUSIONS: A longitudinal medical school EBM curriculum was associated with increased EBM knowledge. This knowledge increase was sustained throughout the curriculum.
AB - BACKGROUND: Evidence-based medicine (EBM) is increasingly taught in medical schools, but few curricula have been evaluated using validated instruments. OBJECTIVE: To evaluate a longitudinal medical school EBM curriculum using a validated instrument. DESIGN, PARTICIPANTS, MEASUREMENTS: We evaluated EBM attitudes and knowledge of 32 medical students as they progressed through an EBM curriculum. The first part was an EBM "short course" with didactic and small-group sessions occurring at the end of the second year. The second part integrated EBM assignments with third-year clinical rotations. The validated 15-item Berlin Questionnaire was administered before the course, after the short course, and at the end of the third year. RESULTS: EBM knowledge scores increased from baseline by 2.8 points at the end of the second year portion of the course (p=.0001), and by 3.7 points at the end of the third year (p<.0001). Self-rated EBM knowledge increased from baseline by 0.8 and 1.1 points, respectively (p=.0006 and p<.0001, respectively). EBM was felt to be of high importance for medical education and clinical practice at all time points, peaking after the short course. CONCLUSIONS: A longitudinal medical school EBM curriculum was associated with increased EBM knowledge. This knowledge increase was sustained throughout the curriculum.
KW - Evidence-based medicine
KW - Medical education
KW - Medical school
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U2 - 10.1007/s11606-008-0625-x
DO - 10.1007/s11606-008-0625-x
M3 - Article
C2 - 18612744
AN - SCOPUS:46949091111
SN - 0884-8734
VL - 23
SP - 1057
EP - 1059
JO - Journal of general internal medicine
JF - Journal of general internal medicine
IS - 7
ER -