Abstract
This article was migrated. The article was not marked as recommended. Background Evidence-based medicine (EBM) is the application of current, best-available clinical evidence to health care decisions for individual patients. Many medical schools put EBM courses in their curriculum as they considering it is important. However, to teach the EBM course in pre-clinical year medical students is challenging owning to their clinical inexperience. Methods A prospective study of the third-year medical students of Walailak University located in the southern part of Thailand. They participated in a two-week course of evidence-based medicine. The effectiveness of the course organization was assessed by percentage of students whose scores reached the minimal passing level and using pre-study and post-study self-reported evaluation. Results The percentage of students whose scores reached the minimum pass level (70%) was 100%. The scores are normally distributed with a mean of 88.59 (SD 3.33). Self-reported evaluation of knowledge and skills increased 4.28 scores (SD 2.06, p-value <0.001) and 4.24 scores (SD 2.08, p-value<0.001), respectively. Conclusion Using small group learning for evidence-based medicine in pre-clinical medical students achieved remarkable learning outcome regardless of clinical experiences. However, the role of the facilitator was of crucial importance as student learning depended on the facilitator's proper guidance and evaluation in the small group sessions.
Highlights
Evidence-based medicine (EBM) is the application of current, best-available clinical evidence to health care decisions for individual patients
Using small group learning for evidence-based medicine in pre-clinical medical students achieved remarkable learning outcome regardless of clinical experiences
The objective of this study is to evaluate the effectiveness of small-group learning for evidence-based medicine in pre-clinical medical students who had never experienced real clinical cases
Summary
Evidence-based medicine (EBM) is the application of current, best-available clinical evidence to health care decisions for individual patients. EBM consists of five major steps: asking a clinical question, systematic retrieval of the best-available evidence, critical appraisal of the evidence, application of results, and evaluation of performance (Sharma, Boeckmann, & Wong, 2016). This adds value to health systems in order to achieve gaining on all there aims at once: care, health, and cost. Many medical schools put EBM course in their curriculum because of its importance and do so using small group learning [SGL]. There is no available study evaluating the effectiveness of using a small-group learning model with pre-clinical medical students to achieve the EBM skills
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