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What is the evidence that postgraduate teaching in evidence based medicine changes anything? A systematic review
Open accessAbstract
Objective To evaluate the effects of standalone versus clinically integrated teaching in evidence based medicine on various outcomes in postgraduates. Design Systematic review of randomised and non-randomised controlled trials and before and after comparison studies. Data sources Medline, Embase, ERIC, Cochrane Library, DARE, HTA database, Best Evidence, BEME, and SCI. Study selection 23 studies: four randomised trials, seven non-randomised controlled studies, and 12 before and after comparison studies. 18 studies (including two randomised trials) evaluated a standalone teaching method, and five studies (including two randomised trials) evaluated a clinically integrated teaching method. Main outcome measures Knowledge, critical appraisal skills, attitudes, and behaviour. Results Standalone teaching improved knowledge but not skills, attitudes, or behaviour. Clinically integrated teaching improved knowledge, skills, attitudes, and behaviour. Conclusion Teaching of evidence based medicine should be moved from classrooms to clinical practice to achieve improvements in substantial outcomes.
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Cited by
Lyon, A. R., Stirman, S. W., Kerns, S. E. U., & Bruns, E. J. (2011) · Administration and Policy in Mental Health and Mental Health Services Research · doi:10.1007/s10488-010-0331-y · Cited by 210
What are the most effective strategies for improving quality and safety of health care?
Scott, I. (2009) · Internal Medicine Journal · doi:10.1111/j.1445-5994.2008.01798.x · Cited by 153
Evans, C. L., Johnson, P., Bazant, E., Bhatnagar, N., Zgambo, J., & Khamis, A. R. (2014) · International Journal of Gynecology & Obstetrics · doi:10.1016/j.ijgo.2014.02.021 · Cited by 75
Johnston, J. M., Schooling, C. M., & Leung, G. M. (2009) · BMC Medical Education · doi:10.1186/1472-6920-9-63 · Cited by 71
“Though there is some evidence from western populations that students in a problem based learning (PBL) curriculum become better at problem solving and self-directed learning than those in a traditional curriculum; [5-8] others present contrasting evidence of the effectiveness of PBL [9-11].”
BackgroundDiner, B. M., Carpenter, C. R., O'Connell, T., Pang, P., Brown, M. D., Seupaul, R. A., Celentano, J. J., Mayer, D., & Members, K.-C. T. I. (2007) · Academic Emergency Medicine · doi:10.1111/j.1553-2712.2007.tb02381.x · Cited by 61
Metadata
- Authors
- Coomarasamy, A., & Khan, K. S.
- Venue
- BMJ
- Publisher
- BMJ
- Published
- 2004-10-28
- Volume
- 329
- Issue
- 7473
- Pages
- 1017
- ISSN
- 0007-1447 (ISSN-L)
- 0959-8138
- 1468-5833
- OpenAlex
- W2128553376
- Cited by
- 715
- References
- 0
- FWCI
- 8.06
- Type
- journal article
- Language
- en
- Open access
- bronze
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- Coomarasamy, A., & Khan, K. S. (2004). What is the evidence that postgraduate teaching in evidence based medicine changes anything? A systematic review. BMJ. https://doi.org/10.1136/bmj.329.7473.1017
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
