Abstract
Medical students need a practical grasp of the key concepts necessary to engage in evidence-based clinical practice, alongside ongoing opportunities for deliberate practice of these skills. We developed a longitudinal, multimodal, evidence-based medicine curriculum for medical students using a “curriculum cascade” that allows learners to apply progressively complex knowledge and skills over time and that fosters the ongoing practice of lifelong learning. Students were integrally involved in both the design and revisions of the curriculum. Real-time and longitudinal feedback mechanisms were used to pursue ongoing curricular improvement. Results after 5 years of curriculum design and improvement have been positive.
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