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Teaching trainers to incorporate evidence-based medicine (EBM) teaching in clinical practice: the EU-EBM project

Thangaratinam, Shakila and Barnfield, Gemma and Weinbrenner, Susanne and Meyerrose, Berit and Arvanitis, Theodoros N and Horvath, Andrea R and Zanrei, Gianni and Kunz, Regina and Suter, Katja and Walczak, Jacek and Kaleta, Anna and Rengerink, Katrien and Gee, Harry and Mol, Ben WJ and Khan, Khalid S (2009) Teaching trainers to incorporate evidence-based medicine (EBM) teaching in clinical practice: the EU-EBM project. BMC Medical Education, 9 (1). p. 59. ISSN 1472-6920

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URL of Published Version: http://dx.doi.org/10.1186/1472-6920-9-59

Identification Number/DOI: doi:10.1186/1472-6920-9-59

Background: Evidence based medicine (EBM) is considered an integral part of medical training, but integration of teaching various EBM steps in everyday clinical practice is uncommon. Currently EBM is predominantly taught through theoretical courses, workshops and e-learning. However, clinical teachers lack confidence in teaching EBM in workplace and are often unsure of the existing opportunities for teaching EBM in the clinical setting. There is a need for continuing professional development (CPD) courses that train clinical trainers to teach EBM through on-the-job training by demonstration of applied EBM real time in clinical practice. We developed such a course to encourage clinically relevant teaching of EBM in post-graduate education in various clinical environments.

Methods: We devised an e-learning course targeting trainers with EBM knowledge to impart educational methods needed to teach application of EBM teaching in commonly used clinical settings. The curriculum development group comprised experienced EBM teachers, clinical epidemiologists, clinicians and educationalists from institutions in seven European countries. The e-learning sessions were designed to allow participants (teachers) to undertake the course in the workplace during short breaks within clinical activities. An independent European steering committee provided input into the process.

Results: The curriculum defined specific learning objectives for teaching EBM by exploiting educational opportunities in six different clinical settings. The e-modules incorporated video clips that demonstrate practical and effective methods of EBM teaching in everyday clinical practice. The course encouraged focussed teaching activities embedded within a trainer's personal learning plan and documentation in a CPD portfolio for reflection.

Conclusion: This curriculum will help senior clinicians to identify and make the best use of available opportunities in everyday practice in clinical situations to teach various steps of EBM and demonstrate their applicability to clinical practice. Once fully implemented, the ultimate outcome of this pilot project will be a European qualification in teaching EBM, which will be used by doctors, hospitals, professional bodies responsible for postgraduate qualifications and continuing medical education.

Type of Work:Article
Date:2009 (Publication)
School/Faculty:Colleges (2008 onwards) > College of Medical & Dental Sciences
Department:Primary Care
Subjects:R Medicine (General)
Institution:University of Birmingham
Copyright Holders:BMC
ID Code:326
Refereed:YES
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