Editorial

Educating Medical Students in Evidence-Based Medicine: What We Should Expect as a Starting Point for Our House Officers

Authors: Gunjan Kahlon, MD, Ishak A. Mansi, MD, Daniel E. Banks, MD, MS

Abstract

Evidence-based medicine (EBM) is the conscientious, explicit, and judicious use of the existing best evidence in making decisions about the care of individual patients.1 This concept was first promoted in the 1980s and has since become a critical element of medical education. More than a decade ago, the Association of American Medical Colleges issued a report outlining learning objectives aimed at helping leaders.2 The initiative was to develop a curriculum in medical informatics (computerized information technology) and teach EBM to solve problems and care for patients and populations. The first report was soon followed by a second focusing on providing and implementing strategies to educate medical students.3 The educators who developed this plan recognized that the physician played many roles throughout his or her career. Recognizing considerable overlap, these educators “separated” the physician’s role into lifelong learner, clinician, educator/communicator, researcher, and manager (as in managing costs associated with patient care). The role of EBM in the practice of these roles was recognized and these educators understood that considerable education was needed because it would require more than basic computer literacy and the ability to perform a quick search (Table 1).

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