Editing Evidence-based medicine (section)

== Education ==
Training in evidence based medicine is offered across the continuum of medical education.<ref name="Sicily statement on evidence-based"/> Educational competencies have been created for the education of health care professionals.<ref>{{cite journal | vauthors = Albarqouni L, Hoffmann T, Straus S, Olsen NR, Young T, Ilic D, Shaneyfelt T, Haynes RB, Guyatt G, Glasziou P | display-authors = 6 | title = Core Competencies in Evidence-Based Practice for Health Professionals: Consensus Statement Based on a Systematic Review and Delphi Survey | journal = JAMA Network Open | volume = 1 | issue = 2 | pages = e180281 | date = June 2018 | pmid = 30646073 | doi = 10.1001/jamanetworkopen.2018.0281 | s2cid = 58637188 | doi-access = free }}</ref><ref name="Sicily statement on evidence-based"/><ref>{{cite journal | vauthors = Shaughnessy AF, Torro JR, Frame KA, Bakshi M | title = Evidence-based medicine teaching requirements in the USA: taxonomy and themes | journal = Journal of Evidence-Based Medicine | volume = 9 | issue = 2 | pages = 53–58 | date = May 2016 | pmid = 27310370 | doi = 10.1111/jebm.12186 | s2cid = 2898612 }}</ref>

The Berlin questionnaire and the Fresno Test<ref name="pmid12468485">{{cite journal | vauthors = Fritsche L, Greenhalgh T, Falck-Ytter Y, Neumayer HH, Kunz R | title = Do short courses in evidence based medicine improve knowledge and skills? Validation of Berlin questionnaire and before and after study of courses in evidence based medicine | journal = BMJ | volume = 325 | issue = 7376 | pages = 1338–1341 | date = December 2002 | pmid = 12468485 | pmc = 137813 | doi = 10.1136/bmj.325.7376.1338 | author-link2 = Trisha Greenhalgh }}</ref><ref name="pmid143529">{{cite journal | vauthors = Ramos KD, Schafer S, Tracz SM | title = Validation of the Fresno test of competence in evidence based medicine | journal = BMJ | volume = 326 | issue = 7384 | pages = 319–321 | date = February 2003 | pmid = 12574047 | pmc = 143529 | doi = 10.1136/bmj.326.7384.319 }}<br />[http://www.bmj.com/content/suppl/2003/02/10/326.7384.319.DC1 Fresno test]</ref> are validated instruments for assessing the effectiveness of education in evidence-based medicine.<ref name="pmid16954491">{{cite journal | vauthors = Shaneyfelt T, Baum KD, Bell D, Feldstein D, Houston TK, Kaatz S, Whelan C, Green M | display-authors = 6 | title = Instruments for evaluating education in evidence-based practice: a systematic review | journal = JAMA | volume = 296 | issue = 9 | pages = 1116–1127 | date = September 2006 | pmid = 16954491 | doi = 10.1001/jama.296.9.1116 }}</ref><ref name="pmid15514352">{{cite journal | vauthors = Straus SE, Green ML, Bell DS, Badgett R, Davis D, Gerrity M, Ortiz E, Shaneyfelt TM, Whelan C, Mangrulkar R | display-authors = 6 | title = Evaluating the teaching of evidence based medicine: conceptual framework | journal = BMJ | volume = 329 | issue = 7473 | pages = 1029–1032 | date = October 2004 | pmid = 15514352 | pmc = 524561 | doi = 10.1136/bmj.329.7473.1029 }}</ref> These questionnaires have been used in diverse settings.<ref name="pmid21686291">{{cite journal | vauthors = Kunz R, Wegscheider K, Fritsche L, Schünemann HJ, Moyer V, Miller D, Boluyt N, Falck-Ytter Y, Griffiths P, Bucher HC, Timmer A, Meyerrose J, Witt K, Dawes M, Greenhalgh T, Guyatt GH | display-authors = 6 | title = Determinants of knowledge gain in evidence-based medicine short courses: an international assessment | journal = Open Medicine | volume = 4 | issue = 1 | pages = e3–e10 | year = 2010 | pmid = 21686291 | pmc = 3116678 | doi =  10.2174/1874104501004010003  |doi-access=free| author-link15 = Trisha Greenhalgh | first16 = G.H. | first15 = T. | doi-broken-date = 2 December 2024 | author4-link = Holger Jens Schünemann }}</ref><ref name="pmid21286836">{{cite journal | vauthors = West CP, Jaeger TM, McDonald FS | title = Extended evaluation of a longitudinal medical school evidence-based medicine curriculum | journal = Journal of General Internal Medicine | volume = 26 | issue = 6 | pages = 611–615 | date = June 2011 | pmid = 21286836 | pmc = 3101983 | doi = 10.1007/s11606-011-1642-8 }}</ref>

A Campbell systematic review that included 24 trials examined the effectiveness of [[e-learning]] in improving evidence-based health care knowledge and practice. It was found that e-learning, compared to no learning, improves evidence-based health care knowledge and skills but not attitudes and behaviour. No difference in outcomes is present when comparing e-learning with face-to-face learning. Combining e-learning and face-to-face learning (blended learning) has a positive impact on evidence-based knowledge, skills, attitude and behavior.<ref>{{cite journal | vauthors = Rohwer A, Motaze NV, Rehfuess E, Young T |title=E-learning of evidence-based health care (EBHC) to increase EBHC competencies in healthcare professionals: a systematic review |journal=Campbell Systematic Reviews |year=2017 |volume=4 |pages=1–147 |doi=10.4073/csr.2017.4 |doi-access=free}}</ref> As a form of e-learning, some medical school students engage in editing Wikipedia to increase their EBM skills,<ref>{{cite journal | vauthors = Azzam A, Bresler D, Leon A, Maggio L, Whitaker E, Heilman J, Orlowitz J, Swisher V, Rasberry L, Otoide K, Trotter F, Ross W, McCue JD | display-authors = 6 | title = Why Medical Schools Should Embrace Wikipedia: Final-Year Medical Student Contributions to Wikipedia Articles for Academic Credit at One School | journal = Academic Medicine | volume = 92 | issue = 2 | pages = 194–200 | date = February 2017 | pmid = 27627633 | pmc = 5265689 | doi = 10.1097/ACM.0000000000001381 }}</ref> and some students construct EBM materials to develop their skills in communicating medical knowledge.<ref>{{cite journal | vauthors = Maggio LA, Willinsky JM, Costello JA, Skinner NA, Martin PC, Dawson JE | title = Integrating Wikipedia editing into health professions education: a curricular inventory and review of the literature | journal = Perspectives on Medical Education | volume = 9 | issue = 6 | pages = 333–342 | date = December 2020 | pmid = 33030643 | pmc = 7718341 | doi = 10.1007/s40037-020-00620-1 }}</ref>