Teaching evidence-based medical care: description and evaluation.
OBJECTIVE
This paper describes and evaluates several years of a seminar series designed to stimulate residents to seek evidence-based answers to their clinical questions and incorporate this evidence into practice.


METHODS
At the first session, 86 of 89 (97%) residents completed a baseline needs assessment questionnaire. Post-course self-assessment questionnaires measured change from the first to the final seminar session in six domains of interest and skill, as well as residents' preferred sources of information for clinical problem solving up to 2 years after the course.


RESULTS
Before the seminars, 48% of residents reported that textbooks were their most important source of information for solving clinical problems. A total of 58 of 75 (77%) residents completed the first post-course questionnaire. Residents reported significant increases in skill at formulating clinical questions and searching for evidence-based answers, appraising reviews, and deciding when and how to incorporate new findings into practice. Use of secondary sources of information such as "Best Evidence," moved up in importance from before the course to after the course.


CONCLUSIONS
First-year family practice residents who completed our seminar series have reported increased skill at blending consideration of a clinical problem with the use of secondary sources of information to access evidence to support their health care decisions.
Grad
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Herzl Family Practice Centre. McGill University, Montreal, Quebec, Canada. roland.grad@mcgill.ca
Macaulay
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Warner
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D002983:Clinical Competence; D019317:Evidence-Based Medicine / Q000193:education*; D005194:Family Practice / Q000193:education*; D006801:Humans; D007255:Information Services / Q000706:statistics & numerical data; D007396:Internship and Residency; D015397:Program Evaluation; D011792:Quebec; D011795:Surveys and Questionnaires; D013663:Teaching