Evidence-based medicine in pre-clinical years: a study of early introduction and usefulness



Introduction: Evidence Based Medicine (EBM) has established
itself as a strong predictor of future medical practice by medical
students. The purpose of this study was to determine the
effectiveness of EBM in pre-clinical years and reflect on selfassessment
skill of 4th semester medical students regarding the
understanding of EBM and its various determinants.
Methods: All of the 4th semester (MD4) medical students at the
Avalon University of Medical School, Curacao who had completed
their EBM curriculum were asked to voluntarily participate
in a cross sectional student survey containing qualitative and
quantitative questionnaires in a 10-point scale. The students’
responses were analyzed statistically and the results reported.
Results: Twenty-three students participated in the survey. 91%
of them reported that EBM had helped them to better understand
research process and 95% believed that EBM was necessary to
develop clinical skills in the future. 78% of the students agreed
that they were provided with enough resources for effective
implementation of EBM in the university. All participants
(100%) self reported that they could appraise the research articles
effectively (mean score 8.26, S.D-1.45).
Conclusions: EBM is an integrative and comprehensive way to
successfully adopt concepts of acquired medical knowledge for
effective medical practice. Early introduction of EBM in preclinical
years proved favorable in students and better equipped them with
the ability to critically apprehend and appraise new research and
innovations in medicine for optimal learning experience. There
is a definitive need for scientific and systematic design of the
curriculum for early introduction of EBM in pre-clinical years,
best suited for the students. The principles should be directed
towards further research for the effective implementation of EBM
to enhance clinical skills.

Keywords: Evidence-based medicine; Medical education; Medical students; Curriculum; Evaluation

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 P ISSN: 2322-2220            E ISSN:2322-3561      

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