Approaches to teaching evidence-based medicine in residency: a systematic review.

Abstract

Background: Studies of evidence-based medicine (EBM) curricula in graduate medical education are common, but little consensus exists on the best methods to teach EBM.

Objective: The purpose of the current study was to evaluate EBM teaching approaches for graduate medical trainees and to update a 2014 systematic review.

Methods: We conducted a systematic literature search of major health and education databases for articles published from January 2014 through October 2022. Articles were independently screened to ensure they described an experimental or quasi-experimental evaluation of EBM teaching for graduate medical trainees. Quality of included studies was appraised using the Medical Education Research Study Quality Instrument. Data were extracted and synthesized using Coomarasamy and Khan's hierarchy of EBM teaching and learning.

Results: Over 1400 articles were screened; 35 met eligibility criteria and were included in our review. Interactive, classroom-based teaching approaches were most common (23/35, 66%). Only 2 (6%) studies used a clinically integrated teaching approach. Most studies reported positive short-term outcomes in EBM knowledge, skills, attitudes, or learner satisfaction. Few studies evaluated EBM behaviors, and none measured long-term application of EBM principles.

Conclusions: Reviewed studies had low to moderate study quality, often limited by small sample size and lack of validated measures. Although commonly encouraged as a teaching approach, few studies used clinically integrated EBM teaching. Instead of reporting individual, site-specific efforts, future studies should examine the broader culture of EBM in graduate medical education and prioritize sustained application of EBM into practice as a key outcome.