Evaluation of a longitudinal medical school evidence-based medicine curriculum: A pilot study

BACKGROUND: Evidence-based medicine (EBM) is increasingly taught in medical schools, but few curricula have been evaluated using validated instruments. OBJECTIVE: To evaluate a longitudinal medical school EBM curriculum using a validated instrument. DESIGN, PARTICIPANTS, MEASUREMENTS: We evaluated EBM attitudes and knowledge of 32 medical students as they progressed through an EBM curriculum. The first part was an EBM "short course" with didactic and small-group sessions occurring at the end of the second year. The second part integrated EBM assignments with third-year clinical rotations. The validated 15-item Berlin Questionnaire was administered before the course, after the short course, and at the end of the third year. RESULTS: EBM knowledge scores increased from baseline by 2.8 points at the end of the second year portion of the course (p=.0001), and by 3.7 points at the end of the third year (p<.0001). Self-rated EBM knowledge increased from baseline by 0.8 and 1.1 points, respectively (p=.0006 and p<.0001, respectively). EBM was felt to be of high importance for medical education and clinical practice at all time points, peaking after the short course. CONCLUSIONS: A longitudinal medical school EBM curriculum was associated with increased EBM knowledge. This knowledge increase was sustained throughout the curriculum.