To practice evidence-based medicine, a physician 1) Asks answerable questions when facing an information need, 2) Acquires the best evidence, 3) Appraises the evidence for its validity and usefulness, and 4) Applies the evidence in patient counseling and decision-making. In applying the evidence, he or she uses clinical expertise to integrate evidence with the particular clinical circumstances and the patient’s preferences. Our interactive EBM curriculum guides the residents through this process using the actual clinical questions arising in their patient care activities. The presenting residents also meet one on one with expert faculty, who have advanced training in EBM and have completed our own faculty development course. We have previously demonstrated the effectiveness of our curriculum in improving residents’ EBM skills in a controlled trial1. More recently, we have tried to integrate EBM into all of the program clinical venues by documenting residents’ medical information needs2, elucidating the barriers to answering clinical questions3, and capturing fertile EBM moments with a clinical question educational prescription4,5.
1 Green ML, Ellis PJ. Impact of an evidence-based medicine curriculum based on adult learning theory. J Gen Intern Med. 1997;12(12):742-750.
2 Green ML, Ciampi MA, Ellis PJ. Residents' medical information needs in clinic: are they being met? Am J Med. 2000;109(3):218-223.
3 Green ML, Ruff TR. Why Do Residents Fail to Answer Their Clinical Questions? A Qualitative Study of Barriers to Practicing Evidence-Based Medicine. Acad Med. 2005;80(2):176-182.
4 Green ML. Evaluating evidence-based practice performance (editorial). ACP Journal Club. Sep-Oct 2006;145:A8-A10.
5 Green ML, Reddy SG, Holmboe E. Teaching and evaluating point of care learning with an Internet-based clinical-question portfolio. Journal of Continuing Education in the Health Professions. 2009;29(4):209-219.