• Hao Min Cheng, Fei Ran Guo, Teh Fu Hsu, Shao Yuan Chuang, Hung Tsang Yen, Fa Yauh Lee, Ying Ying Yang, Te Li Chen, Wen Shin Lee, Chiao Lin Chuang, Chen Huan Chen, and Tone Ho.
• Department of Research and Education, Taipei Veterans General Hospital, Taiwan.
• Ann Acad Med Singap. 2012 Jan 1; 41 (1): 4-11.

IntroductionUndergraduate evidence-based practice (EBP) is usually taught through standalone courses and workshops away from clinical practice. This study compared the effects of 2 clinically integrated educational strategies on final year medical students.Materials And MethodsFinal year medical students rotating to the general medicine service for a 2-week internship were randomly assigned to participate in a weekly EBP-structured case conference focusing on students' primary care patients (Group A, n = 47), or to receive a weekly didactic lecture about EBP (Group B, n = 47). The teaching effects of these 2 interventions were evaluated by a validated instrument for assessment of EBP related knowledge (EBP-K), attitude (EBP-A), personal application (EBP-P), and anticipated future use (EBP-F) on the first and last days of rotation.ResultsAll scores improved significantly after the 2-week EBM-teaching for both groups. When compared to Group B, students in Group A had significantly higher post-intervention scores of EBP-K (21.2 ± 3.5 vs 19.0 ± 4.6; ie. 57.8 ± 72.9% vs 29.1 ± 39.1%; P <0.01) and EBP-P (18.7 ± 4.3 vs 15.3 ± 3.9; ie. 28.5 ± 25.5 % vs 14.1 ± 18.7 %; P <0.001). In contrast, the scores of EBP-A and EBP-F were similar between the 2 groups.ConclusionStructured case conference, when compared to the didactic lectures, significantly improved EBP-K and EBP-P for final year medical students.

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