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BMJ. 2004 Oct 30;329(7473):1017.

What is the evidence that postgraduate teaching in evidence based medicine changes anything? A systematic review.

Author information

1
Education Resource Centre, Birmingham Women's Hospital, Birmingham, B15 2TG. arricoomar@blueyonder.co.uk

Abstract

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.

PMID:
15514348
PMCID:
PMC524555
DOI:
10.1136/bmj.329.7473.1017
[Indexed for MEDLINE]
Free PMC Article

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