Formal evidence-based medicine instruction in Turkish undergraduate medical education: an initial evaluation


ÇAKMAKKAYA Ö. S.

BMC MEDICAL EDUCATION, vol.21, no.1, 2021 (SCI-Expanded) identifier identifier identifier

  • Publication Type: Article / Article
  • Volume: 21 Issue: 1
  • Publication Date: 2021
  • Doi Number: 10.1186/s12909-021-02876-5
  • Journal Name: BMC MEDICAL EDUCATION
  • Journal Indexes: Science Citation Index Expanded (SCI-EXPANDED), Social Sciences Citation Index (SSCI), Scopus, Biotechnology Research Abstracts, CAB Abstracts, EMBASE, MEDLINE, Veterinary Science Database, Directory of Open Access Journals
  • Keywords: Evidence-Based Medicine, Program development, "Education, Medical", Fresno Test, Program assessment, CLINICAL SETTING LESSONS, FRESNO TEST, STUDENTS, KNOWLEDGE, TIPS
  • Istanbul University Affiliated: No

Abstract

Background Global and national undergraduate medical education accreditation organizations recommend the inclusion of Evidence-Based Medicine (EBM) instructions into the medical schools' curricula. Accordingly, some Turkish medical schools have individually developed and implemented EBM training programs, but there is no data of current programs' effectiveness and students' learning achievements due to the lack of a validated Turkish language EBM assessment tool. This study evaluates the effect of a newly introduced formal EBM instruction to the curriculum on students' knowledge and skills by using the recently published Turkish adaptation of the Fresno Test. Methods The study is an experimental investigation using pre- and post-test evaluations. A five-week EBM course was developed according to Kern's six-step curriculum development approach. A total of 78 students from the third (n = 30), fourth (n = 19) and fifth (n = 29) year of medical school voluntarily consented and were enrolled into the course. Overall, the Cerrahpasa Medical Faculty had a total of 555, 461, and 400 students enrolled in the third, fourth, and fifth year, respectively. The program has been evaluated based on students' learning achievements and survey responses. Results The students' mean pre-test Fresno Test score improved from 49.9 +/- 18.2 to 118.9 +/- 26.3 post-training. The Cohen's effect size was 3.04 (95% CI, 2.6-3.5). The overall students' satisfaction score was 8.66 +/- 1.09 on a 1 to 10 scale. Conclusions The program was effective in improving students' knowledge and skills on EBM. We propose to offer the program as an elective course during the third year of the medical school curriculum based on all data obtained during the program evaluation.