Evidence-based medicine: how we teach medical undergraduates

ID: 

120

Session: 

Poster session 1

Date: 

Sunday 16 September 2018 - 12:30 to 14:00

All authors in correct order:

Rocha LPDS1, Andrade LAFD2, Braga VL2, Quintella ML1, Barros EDM1, Leonel LDF2, Dittrich N1, Lima LRPD2, Pacheco RL1, Pachito DV3, Logullo P3, Atallah AN3, Gois AFT2, Riera R4
1 Universidade Federal de São Paulo, Escola Paulista de Medicina, Brazil
2 Universidade Federal de São Paulo, Escola Paulista de Medicina, Brazil
3 Cochrane Brazil, Brazil
4 Cochrane Brazil, Brazil
Presenting author and contact person

Presenting author:

Nicole Dittrich Hosni

Contact person:

Luana Pompeu
Nicole Dittrich Hosni
Abstract text
Background:
Evidence-based medicine (EBM) plays an important role in taking the most appropriate conducts, therefore it should not only be considered an academic and scientific tool, but an essential skill in medical training.

Objective:
To report EBM teaching experience, integrated with the teaching of emergency medicine, in the curriculum of the fourth year of Escola Paulista de Medicina medicine course.

Methods:
The course presents fixed scheduling for each day of the week and each week a different study design is explored. On Mondays there are theoretical lectures on fundamental concepts of statistics and clinical epidemiology, as well as on study designs, then practical classes to search for studies in the literature. On Wednesdays there are clinical case discussions about subjects prevalent in emergency medicine. At the end of the class, students are asked to search for a study of that week's design that answers a question raised during the lesson, in order to do a critical review of the study and to be presented the following week. On Fridays, theoretical classes of emergency medicine are held, always arguing the evidence on that topic, and there are practical simulation classes, based on the actions usually taken, and their respective levels of evidence.

Results:
The undergraduate EBM course is an awakening to the scientific universe, being essential both for students who want and do not want to pursue a career in this area. The course teaches them that they to seek high-quality information to keep their clinical conduct up-to-date and to offer their patients the best help in an environment outside the academy. For those, most of whom are already doing scientific research, this is the foundation that helps their work to be methodologically appropriate. During the course, students come to know the main electronic databases, and learn to construct a search strategy. By the end of the course, they are able to conduct an adequate search and to make a critical analysis of the studies. The integration of teaching with emergency medicine allows the student to learn how to trace a path of searching for the best evidence from questions that certainly will arise during clinical practice.

Conclusions:
The teaching of EBM in undergraduates is beneficial both for patients and for qualification of future doctors, especially those who will not pursue an academic career.

Relevance to patients and consumers: 

Medicine is a science which is in constant change, and updated conducts in the clinical practice is vital for the appropriate patients care, specially taking in account the ever-mounting medical literature. Aiming to prepare students with the tools to critically analyze those published in the scientific literature and to make the best care, the implementation in the curriculum has an impact on all future physicians of Universidade Federal de São Paulo.