Abstract
INTRODUCTION The principles of evidence-based medicine (EBM) are built around a framework that is patient-focused, requiring a combination of healthcare provider expertise and relevant supporting evidence from the medical literature, considered within the context of patient preferences.1,2 An EBM course is a necessary educational component of physician assistant (PA) training and practice. Utilization of EBM skills may equip the clinical provider with a foundation for maintaining professional competency by enhancing the ability to maintain a current patient care knowledge base. The Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) requires that PA programs teach EBM.3 A variety of different approaches to the design of the EBM curriculum have been described.4-7 In cited literature, the EBM curriculum may include both written and oral student projects consisting of a manuscript or an oral presentation of research findings. Evaluation of the effectiveness with which EBM is taught and applied can be difficult. Ultimately, the desired outcome of EBM is improved patient care, but it is difficult to correlate patient outcomes to specific curriculum items. However, within the academic realm, correlating measures of student confidence in performing elements of EBM with EBM course objectives may provide some insight into the effectiveness of the curriculum.
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