Introduction to Evidence-Based Medicine: a student-selected component at the Faculty of Medicine, King Abdulaziz University

dc.creator	Hassanien MA
dc.date	2011-10-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:14:32Z
dc.date.available	2015-07-20T22:14:32Z
dc.identifier	1179-7258
dc.identifier	https://doaj.org/article/d0615d1ed60d45a78aa6372b33124d73
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/16936
dc.description	Mohammed Ahmed HassanienMedical Education and Clinical Biochemistry Departments, Faculty of Medicine, King Abdulaziz University, Jeddah, Saudi ArabiaBackground: Evidence-based medicine (EBM) involves approaching a clinical problem using a four-step method: (1) formulate a clear clinical question from a patient&#39;s problem, (2) search the literature for relevant clinical articles, (3) evaluate (critically appraise) the evidence for its validity and usefulness, (4) implement useful findings into clinical practice. EBM has now been incorporated as an integral part of the medical curriculum in many faculties of medicine around the world. The Faculty of Medicine, King Abdulaziz University, started its process of curriculum reform and introduction of the new curriculum 4 years ago. One of the most characteristic aspects of this curriculum is the introduction of special study modules and electives as a student-selected component in the fourth year of study; the Introduction to Evidence-Based Medicine course was included as one of these special study modules. The purpose of this article is to evaluate the EBM skills of medical students after completing the course and their perceptions of the faculty member delivering the course and organization of the course.Materials and methods: The EBM course was held for the first time as a special study module for fourth-year medical students in the first semester of the academic year 2009&ndash;2010. Fifteen students were enrolled in this course. At the end of the course, students anonymously evaluated aspects of the course regarding their EBM skills and course organization using a five-point Likert scale in response to an online course evaluation questionnaire. In addition, students&#39; achievement was evaluated with regard to the skills and competencies taught in the course.Results: Medical students generally gave high scores to all aspects of the EBM course, including course organization, course delivery, methods of assessment, and overall. Scores were also high for students&#39; self-evaluation of skill level and EBM experience. The results of a faculty member&#39;s evaluation of the students&#39; achievement showed an average total percentage (92.2%) for all EBM steps.Conclusion: The EBM course at the Faculty of Medicine, King Abdulaziz University, is useful for familiarizing medical students with the basic principles of EBM and to help them in answering routine questions of clinical interest in a systematic way. In light of the results obtained from implementing this course with a small number of students, and as a student-selected component, the author believes integrating EBM longitudinally throughout the curriculum would be beneficial for King Abdulaziz University medical students. It would provide a foundation of knowledge, offer easy access to resources, promote point-of-care and team learning, help students to develop applicable skills for lifelong learning, and help the faculty to achieve its goals of becoming more student-centered and encouraging students to employ more self-directed learning strategies.Keywords: student-selected component, evidence-based medicine, learning, curriculum
dc.language	English
dc.publisher	Dove Press
dc.relation	http://www.dovepress.com/introduction-to-evidence-based-medicine-a-student-selected-component-a-a8549
dc.relation	https://doaj.org/toc/1179-7258
dc.source	Advances in Medical Education and Practice, Vol 2011, Iss default, Pp 215-219 (2011)
dc.subject	Medicine (General)
dc.subject	R5-920
dc.subject	Medicine
dc.subject	R
dc.subject	DOAJ:Medicine (General)
dc.subject	DOAJ:Health Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Medicine (General)
dc.subject	R5-920
dc.subject	Medicine
dc.subject	R
dc.subject	DOAJ:Medicine (General)
dc.subject	DOAJ:Health Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Medicine (General)
dc.subject	R5-920
dc.subject	Medicine
dc.subject	R
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Medicine (General)
dc.subject	R5-920
dc.subject	Medicine
dc.subject	R
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Medicine (General)
dc.subject	R5-920
dc.subject	Medicine
dc.subject	R
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	Introduction to Evidence-Based Medicine: a student-selected component at the Faculty of Medicine, King Abdulaziz University
dc.type	article