Description and Evaluation of an Evidence-Based Residency Curriculum Using the Evidence-Based Medicine Environment Survey

Abstract

BACKGROUND AND OBJECTIVES: Teaching medical trainees evidence-based medicine (EBM) is required by the Accreditation Council for Graduate Medical Education. Most published graduate EBM curricula focus on critical appraisal over point-of-care information mastery. Faculty at the University of Rochester Family Medicine Residency implemented a clinically integrated, cy-clical EBM curriculum juxtaposing information mastery with expert-level skills such as critical appraisal. We administered the Evidence-Based Medicine Environment Survey (EBMES) to learners before and after the yearlong curriculum. METHODS: Two cohorts of participating third-year residents completed the EBMES before and after an EBM curriculum. RESULTS: Over 2 years, 21 residents completed pre-and postevaluations. Resident perception of the EBM educational and practice environment was high at baseline and improved for 15 of 36 survey items (P