• M-Q Picat, M Savès, J Asselineau, M Dumoulin, G Coureau, L-R Salmi, P Perez, and G Chêne.
• Unité de soutien méthodologique à la recherche clinique et épidémiologique, université Bordeaux-Segalen, CHU de Bordeaux, ISPED, 146, rue Léo-Saignat, 33076 Bordeaux cedex, France. marie-quitterie.picat@isped.u-bordeaux2.fr
• Rev Epidemiol Sante. 2013 Jun 1; 61 (3): 261-8.

BackgroundThe main source of key medical information consists in original articles published in peer-reviewed biomedical journals. Reported studies use increasingly sophisticated statistical and epidemiological approaches that first require a solid understanding of core methods. However, such understanding is not widely shared among physicians. Our aim was to assess whether the basic statistical and epidemiological methods used in original articles published in general biomedical journals are taught during the first years of the medical curriculum in France.MethodsWe selected original articles published in The New England Journal of Medicine, The Lancet, and The Journal of the American Medical Association, over a period of six months in 2007 and in 2008. A standardized statistical content checklist was used to extract the necessary information in the "Abstract", "Methods", "Results", footnotes of tables, and legends of figures. The methods used in the selected articles were compared to the national program and the public health program of biostatistics and epidemiology taught during the first six years of medical school.ResultsThe 237 analyzed original articles all used at least one statistical or epidemiological method. Descriptive statistics, confidence interval and Chi(2) or Fisher tests, methods used in more than 50% of articles, were repeatedly taught throughout the medicine curriculum. Measures of association, sample size, fit and Kaplan-Meier method, used in 40 to 50% of articles, were specifically taught during training sessions on critical reading methods. Cox model (41% of articles) and logistic regression (24% of articles) were never taught. The most widely used illustrations, contingency tables (92%) and flowcharts (48%), were not included in the national program.ConclusionMore teaching of the core methods underlying the understanding of sophisticated methods and illustrations should be included in the early medical curriculum so that physicians can read the scientific literature critically for their medical education.Copyright © 2013 Elsevier Masson SAS. All rights reserved.

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