Evidence Based Medicine Teaching

Introduction

Evidence-Based Medicine is defined as the procedure of making medical decisions that are achieved by bringing together highly rated scientific evidence, the patient’s values as well as clinical judgments that are made by medical practitioners. In addition to this Evidence-Based Medicine (EBM) has incorporated techniques as well as concepts that have to be mastered in order for anyone to practice it. Some of the basics of the EBM include the ability for one to develop questions that pertains to a patient’s condition as well as sorting for the appropriate answers to the questions developed.

Teaching of Evidence-Based Medicine and its significance

According to studies that have been conducted, it is indicated that a patient suffering from any of the commonly known disorder, is likely to attain appropriate care only a half of the required time. In addition to the results of these studies, doctors on the other hand are regarded to be offering medical care that is below the required standards that is incorporated in medical practices. It is these situations and many more that emphasizes the need of Evidence-Based Medicine in clinical decision making. In additional to this, it is through the EBM that appropriate skills needed in the management of potential information overload are attained.

There are two critical principles that have to be understood by the students in relation to EBM. First and foremost the students must understand EBM’s empirical approach to clinical decisions that are optimal in nature and secondly the students must understand the quantitative expression of EBM. The two principles require mastery in epidemiology. Clinicians are blamed for not being thorough with their research thus resulting to problematic situations. In case they undertake a research, it is based from easily accessed sources that are less evidence based. It is regarded that the doctors cannot opt to delay their medical activity for the sole purpose of searching and attaining the appropriate and best evidence which is not supposed to be the case.

It is through searching for evidence, one of the many skills of EBM that one can attain other skills such as instigation of a question, appraising and application of the evidence attained. Lack of a thorough search by the clinicians puts them in an awkward position of lacking vital information that could lead to better use of the information acquired. Teaching of the EBM is not only meant to instill knowledge to the practitioners but also enhance their attitude as well as advocating for the practice of EBM. This is attributed to the fact that ultimate care can never be achieved by use of skills and knowledge alone but rather with a combination of behavioral as well as attitude change.

Conclusion

One of the critical notion is that the entire medicine fraternity should develop proper mechanisms that are suitable for proper incorporation of Evidence-Based Medicine in their education system. It is through evidence based medicine that clinicians can be able to access as well as manage information pertaining to their medical judgments. In order to successfully incorporate Evidence based medicine in the education programs of medical students, it is vital that a proportion of the faculty members should have undertaken the management skills of information into their practice. Easily accessed information such as the internet as well as critically appraised topic and education prescription are also vital in teaching of EBM.