JRSM > Volume 101, Number 11 > Pp. 536-543

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Series

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

Sadia Malick Honorary Clinical Lecturer  ¹ Kausik Das Consultant Obstetrician & Gynaecologist (Locum)  ²   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  ³

¹ Department of Obs. & Gynae., Birmingham Women's Hospital Metchley Park Road, Birmingham B15 2TG, UK
² Heart Of England NHS Foundation Trust, Women's Unit, Solihull Hospital Lode Lane, Solihull, West Midlands B91 2JL, 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 the clinical use of current best available evidence from relevant, valid research. Provision of evidence-based healthcare is the most ethical way to practise as it integrates up-to-date patient-oriented research into the clinical decision-making to improve patients' outcomes. This article provides tips for teachers to teach clinical trainees the final two steps of EBM: integrating evidence with clinical judgement and bringing about change.

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