Evaluation of a longitudinal medical school evidence-based medicine curriculum: a pilot study.
BACKGROUND
Evidence-based medicine (EBM) is increasingly taught in medical schools, but few curricula have been evaluated using validated instruments.


OBJECTIVE
To evaluate a longitudinal medical school EBM curriculum using a validated instrument.


METHODS
We evaluated EBM attitudes and knowledge of 32 medical students as they progressed through an EBM curriculum. The first part was an EBM "short course" with didactic and small-group sessions occurring at the end of the second year. The second part integrated EBM assignments with third-year clinical rotations. The validated 15-item Berlin Questionnaire was administered before the course, after the short course, and at the end of the third year.


RESULTS
EBM knowledge scores increased from baseline by 2.8 points at the end of the second year portion of the course (p = .0001), and by 3.7 points at the end of the third year (p < .0001). Self-rated EBM knowledge increased from baseline by 0.8 and 1.1 points, respectively (p = .0006 and p < .0001, respectively). EBM was felt to be of high importance for medical education and clinical practice at all time points, peaking after the short course.


CONCLUSIONS
A longitudinal medical school EBM curriculum was associated with increased EBM knowledge. This knowledge increase was sustained throughout the curriculum.
West
Colin P
CP
Division of General Internal Medicine, Mayo Clinic College of Medicine, Rochester, MN, USA. west.colin@mayo.edu
McDonald
Furman S
FS
D000328:Adult; D003479:Curriculum; D004504:Education, Medical, Undergraduate; D019317:Evidence-Based Medicine / Q000193:education*; D005260:Female; D006801:Humans; D008297:Male