West Colin P, McDonald Furman S
Division of General Internal Medicine, Mayo Clinic College of Medicine, Rochester, MN, USA.
J Gen Intern Med. 2008 Jul;23(7):1057-9. doi: 10.1007/s11606-008-0625-x.
Evidence-based medicine (EBM) is increasingly taught in medical schools, but few curricula have been evaluated using validated instruments.
To evaluate a longitudinal medical school EBM curriculum using a validated instrument.
DESIGN, PARTICIPANTS, MEASUREMENTS: We evaluated EBM attitudes and knowledge of 32 medical students as they progressed through an EBM curriculum. The first part was an EBM "short course" with didactic and small-group sessions occurring at the end of the second year. The second part integrated EBM assignments with third-year clinical rotations. The validated 15-item Berlin Questionnaire was administered before the course, after the short course, and at the end of the third year.
EBM knowledge scores increased from baseline by 2.8 points at the end of the second year portion of the course (p = .0001), and by 3.7 points at the end of the third year (p < .0001). Self-rated EBM knowledge increased from baseline by 0.8 and 1.1 points, respectively (p = .0006 and p < .0001, respectively). EBM was felt to be of high importance for medical education and clinical practice at all time points, peaking after the short course.
A longitudinal medical school EBM curriculum was associated with increased EBM knowledge. This knowledge increase was sustained throughout the curriculum.
医学院校越来越重视循证医学（EBM）教学，但很少有课程使用经过验证的工具进行评估。
使用经过验证的工具评估医学院校的循证医学纵向课程。
设计、参与者、测量方法：我们评估了32名医学生在循证医学课程学习过程中的循证医学态度和知识。第一部分是一个循证医学“短期课程”，在第二年结束时进行授课和小组讨论。第二部分将循证医学作业与三年级临床实习相结合。在课程开始前、短期课程结束后以及三年级结束时，使用经过验证的15项柏林问卷进行评估。
在课程第二年部分结束时，循证医学知识得分较基线提高了2.8分（p = 0.0001），在第三年结束时提高了3.7分（p < 0.0001）。自我评估的循证医学知识分别较基线提高了0.8分和1.1分（分别为p = 0.0006和p < 0.0001）。在所有时间点，循证医学都被认为对医学教育和临床实践非常重要，在短期课程后达到峰值。
医学院校的循证医学纵向课程与循证医学知识的增加相关。这种知识的增加在整个课程中持续存在。
