Two strategies to intensify evidence-based medicine education of undergraduate students: A randomised controlled trial

Abstract

Introduction: Undergraduate evidence-based practice (EBP) is usually taught through standalone courses and workshops away from clinical practice. This study compared the effects of 2 clinically integrated educational strategies on fnal year medical students. Materials and Methods: Final year medical students rotating to the general medicine service for a 2-week internship were randomly assigned to participate in a weekly EBP-structured case conference focusing on students' primary care patients (Group A, n = 47), or to receive a weekly didactic lecture about EBP (Group B, n = 47). The teaching effects of these 2 interventions were evaluated by a validated instrument for assessment of EBP related knowledge (EBP-K), attitude (EBP-A), personal application (EBP-P), and anticipated future use (EBP-F) on the frst and last days of rotation. Results: All scores improved signifcantly after the 2-week EBM-teaching for both groups. When compared to Group B, students in Group A had signifcantly higher post-intervention scores of EBP-K (21.2 ± 3.5 vs 19.0 ± 4.6; ie. 57.8 ± 72.9% vs 29.1 ± 39.1%; P <0.01) and EBP-P (18.7 ± 4.3 vs 15.3 ± 3.9; ie. 28.5 ± 25.5% vs 14.1 ± 18.7%; P <0.001). In contrast, the scores of EBP-A and EBP-F were similar between the 2 groups. Conclusion: Structured case conference, when compared to the didactic lectures, signifcantly improved EBP-K and EBP-P for fnal year medical students.