Student and educator perceptions of an evidence-based medicine research curriculum: recommendations for research curriculum development

Abstract

Background: Evidence-based medicine (EBM) allows physicians to integrate evidence, clinical experience, and patient values into clinical decision making and thus has been readily incorporated into medical education; however, there is limited research capturing the perceptions of both student and educator in their experiences in engaging with an EBM-based research curriculum. Assessing the perceptions of both these key stakeholders represents an important area of research as it can help to inform EBM curriculum integration and evaluation efforts.
 Methods: This qualitative study utilizes a constructivist framework to assess the thoughts, beliefs, and feelings of students and tutors interacting with a 2-year EBM-based research curriculum. Students completed semi-structured interviews and tutors completed online surveys to explore their perceptions and experiences. Interview transcripts and survey responses were analysed using conventional descriptive content analysis to create a set of recommendations for EBM curriculum development.
 Results: 13 students and 20 tutors participated, and four major themes were identified. Students noted EBM education was most effective when opportunities existed to apply research skills, complete practical research experience, engage actively in learning, and integrate clinical and research concepts. Tutors found the curriculum to be effective but noted it was challenging to accommodate for the diversity of student knowledge and interest in research.
 Conclusion: This study provides a general set of recommendations for the design, implementation, and refinement of EBM-based research curricula to facilitate student learning through focusing on 1) research consumption, 2) emphasizing application, 3) emphasizing interactivity, 4) curriculum integration, and 5) catering towards student heterogeneity.