Division of General Internal Medicine, Mayo Clinic, 200 First Street SW, Rochester, MN 55905, USA.
J Gen Intern Med. 2011 Jun;26(6):611-5. doi: 10.1007/s11606-011-1642-8.
Evidence-based medicine (EBM) is an important element of medical education. However, limited information is available on effective curricula.
To evaluate a longitudinal medical school EBM curriculum using validated instruments.
DESIGN, PARTICIPANTS, MEASUREMENTS: We evaluated EBM attitudes and knowledge of medical students as they progressed through an EBM curriculum. The first component of the curriculum was an EBM "short course" with didactic and small-group sessions occurring at the end of the second year. The second component integrated EBM assignments with third-year clinical rotations. The 15-point Berlin Questionnaire was administered before the course in 2006 and 2007, after the short course, and at the end of the third year. The 212-point Fresno Test was administered before the course in 2007 and 2008, after the short course, and at the end of the third year. Self-reported knowledge and attitudes were also assessed in all three classes of medical students.
EBM knowledge scores on the 15-point Berlin Questionnaire increased from baseline by 3.0 points (20.0%) at the end of the second year portion of the course (p < 001) and by 3.4 points (22.7%) at the end of the third year (p < 001). EBM knowledge scores on the 212-point Fresno Test increased from baseline by 39.7 points (18.7%) at the end of the second year portion of the course (p < 001) and by 54.6 points (25.8%) at the end of the third year (p < 001). On a 5-point scale, self-rated EBM knowledge increased from baseline by 1.0 and 1.4 points, respectively (both p < 001). EBM was felt to be of high importance for medical education and clinical practice at all time points, with increases noted after both components of the curriculum.
A longitudinal medical school EBM was associated with markedly increased EBM knowledge on two validated instruments. Both components of the curriculum were associated with gains in knowledge. The curriculum was also associated with increased perceptions of the importance of EBM for medical education and clinical practice.
循证医学（EBM）是医学教育的重要组成部分。然而，有效的课程信息有限。
使用经过验证的工具评估医学院的纵向循证医学课程。
设计、参与者、测量：我们评估了医学生在循证医学课程中的进展情况，包括他们的循证医学态度和知识。课程的第一部分是循证医学“短期课程”，包括在第二年结束时的讲座和小组讨论。第二部分将循证医学作业与第三年的临床轮转相结合。2006 年和 2007 年，在课程开始前，学生们完成了 15 分制的柏林问卷；在短期课程结束后和第三年结束时，他们完成了该问卷。2007 年和 2008 年，在课程开始前，学生们完成了 212 分制的弗雷斯诺测试；在短期课程结束后和第三年结束时，他们完成了该测试。在所有三个医学班中，学生们还报告了他们的知识和态度。
2006 年和 2007 年，在课程开始前，学生们完成了 15 分制的柏林问卷，他们的循证医学知识得分从基线提高了 3.0 分（20.0%），在第二年课程结束时（p < 0.001）和第三年课程结束时（p < 0.001）提高了 3.4 分（22.7%）。在 2007 年和 2008 年，在课程开始前，学生们完成了 212 分制的弗雷斯诺测试，他们的循证医学知识得分从基线提高了 39.7 分（18.7%），在第二年课程结束时（p < 0.001）和第三年课程结束时（p < 0.001）提高了 54.6 分（25.8%）。在 5 分制上，自我评估的循证医学知识分别提高了 1.0 和 1.4 分（均 p < 0.001）。循证医学在医学教育和临床实践中的重要性在所有时间点都很高，在课程的两个部分之后，这种重要性都有所提高。
医学院的纵向循证医学与两个经过验证的工具上的循证医学知识显著增加有关。课程的两个部分都与知识的增长有关。该课程还与对循证医学在医学教育和临床实践中的重要性的认识增加有关。
