JRSM > Volume 101, Number 10 > Pp. 493-500

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Series

Tips for teaching evidence-based medicine in a clinical setting: lessons from adult learning theory. Part one

Kausik Das Consultant Obstetrician & Gynaecologist (Locum)   Sadia Malick Honorary Clinical Lecturer     Khalid S Khan Professor of Obstetrics-Gynaecology and Clinical Epidemiology, Director WHO Collaborating Centre for Research Synthesis in Reproductive Health, Director of R&D and Honorary Consultant Obstetrician-Gynaecologist  

¹ Heart Of England NHS Foundation Trust, Women's Unit, Solihull Hospital Lode Lane, Solihull, West Midlands B91 2JL, UK
² Department of Obs. & Gynae., Birmingham Women's Hospital Metchley Park Road, Birmingham B15 2TG, UK
³ Birmingham Women's Hospital Metchley Park Road, Birmingham B15 2TG, UK

Correspondence to: Kausik Das kausik.das{at}heartofengland.nhs.uk

SUMMARY

Evidence-based medicine (EBM) is an indispensable tool in clinical practice. Teaching and training of EBM to trainee clinicians is patchy and fragmented at its best. Clinically integrated teaching of EBM is more likely to bring about changes in skills, attitudes and behaviour. Provision of evidence-based health care is the most ethical way to practice, as it integrates up-to-date, patient-oriented research into the clinical decision making process, thus improving patients' outcomes. In this article, we aim to dispel the myth that EBM is an academic and statistical exercise removed from practice by providing practical tips for teaching the minimum skills required to ask questions and critically identify and appraise the evidence and presenting an approach to teaching EBM within the existing clinical and educational training infrastructure.

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				S. Malick, K. Das, and K. S Khan Tips for teaching evidence-based medicine in a clinical setting: lessons from adult learning theory. Part two J R Soc Med, November 1, 2008; 101(11): 536 - 543. [Abstract] [Full Text] [PDF]