Kanıta Dayalı Tıp: Temel Kavramlar, Öğrenme Teorileri, Eğitim Yaklaşımları ve Ölçme-Değerlendirme Yöntemleri ile İlgili Derleme

Background: Evidence-based medicine is the conscientious explicit and judicious use of current best evidence in combination with clinical experience in making decisions about the care of individual patients. Training on asking clinical questions, effective database searches and critical appraisal of scientific research is necessary to practice evidence-based medicine. The lack of knowledge and skills is one of the important factors that hinder the practice of evidence-based medicine. For this reason, national and international educational organizations and boards emphasize that evidence-based medicine training should be included in the medical school curriculum. However, no consensus has yet been reached on the most effective training methods and assessment-evaluation methods, and a gold standard has not been established. The general approach of medical faculties is to develop the most effective education program in line with their educational programs, goals and objectives and the needs of their students by considering the current education strategies. Methods: This review is a narrative review. Systematic reviews and meta-analyzes, which are accepted as the highest level of evidence in evidence-based practice, have been systematically searched in the MEDLINE, Cochrane Library and Google Scholar databases using predefined search strategies for the preparation of the review. In addition, original research articles examining evidence-based medicine training in medical education and current conceptual frameworks are examined. Results: The review provides a comprehensive literature review on the general applications of Evidence-Based Medicine training in the world, the education methods used, the evaluation of education programs and the assessment and measurement methods. Conclusions: Although there is no strong evidence to provide standardization of evidence-based medicine training in under- and postgraduate medical education, common suggestions from existing studies are to start at the early stages of medical education, covering all steps of evidence-based medicine, being clinically integrated and interactive and using measurement and evaluation tools with strong psychometric properties specific to this area.