BMJ  2004;329:1029-1032 (30 October), doi:10.1136/bmj.329.7473.1029

Education and debate

Evaluating the teaching of evidence based medicine: conceptual framework

¹ Department of medicine, Toronto General Hospital, 200 Elizabeth Street, 9ES-407, Toronto, Ontario M5G 2C4, Canada, ² Department of internal medicine, Yale University School of Medicine, New Haven, CT, USA, ³ Department of medicine, David Geffen School of Medicine, UCLA, Los Angeles, CA, USA, ⁴ Department of medicine, University of Texas Health Science Centre at San Antonio, TX, USA, ⁵ Department of health policy, management and evaluation, University of Toronto, Toronto, Canada, ⁶ Department of medicine, Oregon Health Sciences University, Portland OR, USA, ⁷ Washington DC VA Medical Centre, Washington, DC, USA, ⁸ Department of medicine, VA Medical Affairs, Birmingham, AL, USA, ⁹ Department of medicine, University of Chicago, Chicago, IL, USA, ¹⁰ Department of medicine, University of Michigan Medical School, Ann Arbor, Michigan, USA

Although evidence for the effectiveness of evidence based medicine has accumulated, there is still little evidence on what are the most effective methods of teaching it.

The first 150 words of the full text of this article appear below.

Introduction

Interest in evidence based medicine (EBM) has grown exponentially, and professional organisations and training programmes have shifted their agenda from whether to teach EBM to how to teach it. However, there is little evidence about the effectiveness of different methods,¹ and this may be related to the lack of a conceptual framework within which to structure evaluation strategies. In this article we propose a potential framework for evaluating methods of teaching EBM. Showing the effectiveness of such teaching methods relies both on psychometrically strong measurements and methodologically rigorous and appropriate study designs, and our framework addresses the former.

This effort was initiated by the Society of General Internal Medicine Evidence-Based Medicine Task Force.² In an attempt to tackle the challenges in designing and evaluating a series of teaching workshops on EBM for busy practising clinicians, the task force created a conceptual framework for evaluating teaching methods. This was done by . . . [Full text of this article]

Who is the learner?

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What is the intervention?

What are the outcomes?

Implementing the evaluation framework

Limitations of this framework

What's next?

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