title: How can we teach EBM in clinical practice? An analysis of barriers to implementation of on-the-job EBM teaching and learning.
abstract: BACKGROUND
  Evidence-based medicine (EBM) improves the quality of health care. Courses on how to teach EBM in practice are available, but knowledge does not automatically imply its application in teaching. We aimed to identify and compare barriers and facilitators for teaching EBM in clinical practice in various European countries.
  
  
  METHODS
  A questionnaire was constructed listing potential barriers and facilitators for EBM teaching in clinical practice. Answers were reported on a 7-point Likert scale ranging from not at all being a barrier to being an insurmountable barrier.
  
  
  RESULTS
  The questionnaire was completed by 120 clinical EBM teachers from 11 countries. Lack of time was the strongest barrier for teaching EBM in practice (median 5). Moderate barriers were the lack of requirements for EBM skills and a pyramid hierarchy in health care management structure (median 4). In Germany, Hungary and Poland, reading and understanding articles in English was a higher barrier than in the other countries.
  
  
  CONCLUSIONS
  Incorporation of teaching EBM in practice faces several barriers to implementation. Teaching EBM in clinical settings is most successful where EBM principles are culturally embedded and form part and parcel of everyday clinical decisions and medical practice.
authors.affiliation: Department of Obstetrics and Gynaecology, Academic Medical Center, University of Amsterdam, Meibergdreef 9, 1105 AZ Amsterdam, The Netherlands. K.OudeRengerink@amc.uva.nl
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mesh_terms: D000328:Adult; D001291:Attitude of Health Personnel; D004501:Education, Medical / Q000458:organization & administration*; D005060:Europe; D019317:Evidence-Based Medicine / Q000193:education*; D005260:Female; D006801:Humans; D019359:Knowledge; D008297:Male; D008875:Middle Aged; D013997:Time Factors