Abstract
This cross-sectional study examined the awareness, attitudes and knowledge of evidence-based medicine (EBM) among academics in higher education institutions in Namibia, Mozambique, Lesotho and Botswana. Data were collected using a convenient sampling technique and analyzed by SPSS. Thirty-eight academics completed an anonymous questionnaire. Most (76%) of the respondents were aware of the Cochrane Collaboration and 97% have heard about EBM, of whom 89% perceived its benefits. Yet, 74% lacked high level of EBM knowledge, 76% had no formal EBM training and 92% were unfamiliar with the Cochrane library. Motivation to attend EBM training was high among the respondents. Our results highlight the inadequacy of EBM knowledge and training among academics. There is a need to train academics in EBM in order to improve the practice of EBM in teaching.
Highlights
Evidence-based medicine (EBM) involves the integration of clinical expertise, the best available research evidence and patient values (Sackett et al, 2000)
This study examined the awareness, attitudes and knowledge about evidence-based medicine (EBM) of academic staffs in higher education institution in Namibia
More than half (61%) of the sample were between 31-50 years old, 47% male, 84.2% academic staff, 84% permanent residents of Namibia and 97% worked in public sector (Table 2)
Summary
Evidence-based medicine (EBM) involves the integration of clinical expertise, the best available research evidence and patient values (Sackett et al, 2000). Higher education institutions have an enormous moment of opportunity to promote EBM among academics and students at undergraduate and postgraduate levels. EBM teaching is a part of medical education curricula (Dawes et al, 2005; Green, 2000; Kulier et al, 2008). In resource poor-countries while EBM teaching in undergraduate medical training is feasible and beneficial (Okoromah et al, 2006), it is not largely part of the higher education curriculum (Kigali Declaration, 2012; Martis et al, 2008; Agarwal et al, 2008; Forland et al, 2013; Rohwer & Young, 2011). Students complete their program of studies and enter employment without EBM knowledge
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