Article type
Year
Abstract
Background: The promotion of evidence-based practice by junior physicians is still difficult. The reason for failure to implement evidence-based medicine (EBM) clinically is because most of the physicians are only familiar with acquiring and critical appraisal of literature, but have no way of implementing the evidence clinically. Training in asking effective clinical questions, literature searching and critical appraisal of the literature, how to conduct systematic reviews, and implementation of the evidence in clinical practice, is an important process in the promotion of evidence-based health care and the cultivation of more physician scientists.
Objectives: To cultivate physician scientists by combining 'Clinical-based Problem-based learning (PBL) EBM learning' and 'Minions systematic review training camp' programs.
Methods: During the surgical practice in hospital, fifth and sixth grade medical students will participate in a 'Clinical-based PBL EBM learning' program. Through clinical-based PBL and EBM training, students will increase their evidence-based techniques. Once a clinical issue has been brought to their attention, we will arrange a 'Minions systematic review training camp', where medical students will learn how to conduct, and conduct, a systematic review on this issue through intensive training, and then apply the evidence in clinical practice.
Results: We combined and implemented 'Clinical-based PBL EBM learning' and 'Minions systematic review training camp' training programs for one year. The evidence-based techniques of the medical students improved, we also successfully published a meta-analysis in SCI Biomedical Journal. We provided these results to our Department of Gastroenterology, and efficiently changed the therapeutic strategy for Helicobacter pylori eradication in patients with peptic ulcers.
Conclusions: With regard to commbined clinical-based problem-based and EBM learning, medical students are more interested in conducting a systematic review and implementing these results in clinical practice. The training program will cultivate more and more physician scientists in the future.
Objectives: To cultivate physician scientists by combining 'Clinical-based Problem-based learning (PBL) EBM learning' and 'Minions systematic review training camp' programs.
Methods: During the surgical practice in hospital, fifth and sixth grade medical students will participate in a 'Clinical-based PBL EBM learning' program. Through clinical-based PBL and EBM training, students will increase their evidence-based techniques. Once a clinical issue has been brought to their attention, we will arrange a 'Minions systematic review training camp', where medical students will learn how to conduct, and conduct, a systematic review on this issue through intensive training, and then apply the evidence in clinical practice.
Results: We combined and implemented 'Clinical-based PBL EBM learning' and 'Minions systematic review training camp' training programs for one year. The evidence-based techniques of the medical students improved, we also successfully published a meta-analysis in SCI Biomedical Journal. We provided these results to our Department of Gastroenterology, and efficiently changed the therapeutic strategy for Helicobacter pylori eradication in patients with peptic ulcers.
Conclusions: With regard to commbined clinical-based problem-based and EBM learning, medical students are more interested in conducting a systematic review and implementing these results in clinical practice. The training program will cultivate more and more physician scientists in the future.