Objective  To evaluate the impact of Evidence-Based Medicine (EBM) curriculum on the evidence-based practice ability of clinical medicine undergraduates and to provide reference for EBM education, so as to better serve clinical practice.

Methods  A questionnaire survey was conducted among clinical medicine undergraduates before and after completing an EBM course at a medical school in Wuhan, Hubei Province by using the Evidence-Based Practice Knowledge and Action Scale. SPSS 21 software was used for statistical analysis. The difference of evidence-based practice ability of clinical medicine undergraduates with different characteristics before the EBM course was compared by using t test or variance analysis. A paired t test was used to compare the total scores of evidence-based practice ability before and after the course and the differences of each item within the course.

Results  A total of 406 clinical medicine undergraduates were included. There were statistically significant differences in evidence-based practice ability among students with different gender, father's education background, mother's education background and cumulative weighted average scores (P<0.05). The total score of evidence-based practice ability (86.20±13.30 vs. 77.98±9.80), the score of evidence-based practice skill dimension (20.21±3.75 vs. 17.89±3.50) and the score of evidence-based practice knowledge dimension (21.34±3.76 vs. 15.84±3.81) after the course were higher than those before the course, and the differences were statistically significant (P<0.001).

Conclusion  EBM curriculum education can effectively enhance the evidence-based practice ability of clinical medicine undergraduates. However, it is still necessary to further improve the construction of EBM curriculum and pay attention to the individual differences of students in medical education reform.

1.Djulbegovic B, Guyatt GH. Progress in evidence-based medicine: a quarter century on[J]. Lancet, 2017, 390(10092): 415-423. DOI: 10.1016/S0140-6736(16)31592-6.

2.Li RYM, Chau KW, Zeng FF. Ranking of risks for existing and new building works[J]. Sustainability, 2019, 11(10): 2863. DOI: 10.3390/su11102863.

3.Zhang XY, Zhang XW, Li X, et al. Roadmap for modern development of Chinese medicine: traditional, evidence-based, and digital-intelligent paths[J]. Science of Traditional Chinese Medicine, 2024, 2(1): 14. DOI: 10.1097/st9.0000000000000018.

4.霍苗. 临床护士循证护理实践行为影响因素及作用路径研究[D]. 长春: 吉林大学, 2022. [Huo M. Study on associated factors and the pathways to behavior of evidence-based practice of nurses[D]. Changchun: Jilin University, 2022.] DOI: 10.27162/d.cnki.gjlin.2022.007549.

5.徐嘉悦, 王雨宁, 孙鑫, 等. 信息时代下的循证医学课程改革探索[J]. 中国循证医学杂志, 2024, 24(5): 612-616. [Xu JY, Wang YN, Sun X, et al. Exploration of evidence-based medicine curriculum reform in the information age[J]. Chinese Journal of Evidence-Based Medicine, 2024, 24(5): 612-616.] DOI: 10.7507/1672-2531.202401168.

6.Murphy KA, Guisard Y, Curtin M, et al. Evidence-based practice: what do undergraduate health students think it means?[J]. Focus on Health Professional Education, 2019, 20(3): 12-29. DOI: 10.11157/fohpe.v20i3.319.

7.岳学静, 张平. 临床专业学位研究生循证实践认知度调查及培养模式研究[J]. 河南大学学报（医学版）, 2024, 43(3): 230-234. [Yue XJ, Zhang P. A study of cognition of evidence-based medicine and training mode of clinical professional graduate[J]. Journal of Henan University (Medical Science) , 2024, 43(3): 230-234.] DOI: 10.15991/j.cnki.41-1361/r.2024.03.013.

8.程婷, 涂惠, 李雪芹, 等. 护理本科生循证实践能力现状与障碍因素研究[J]. 循证护理, 2023, 9(4): 716-721. [Cheng T, Tu H, Li XQ, et al. Research on the current situation and obstacle factors of evidence-based practice ability of nursing undergraduates[J]. Evidence-Based Nursing, 2023, 9(4): 716-721.] DOI: 10.12102/j.issn.2095-8668.2023.04.030.

9.蒋云, 崔妙玲, 应燕萍, 等. 急诊科护士循证实践能力及影响因素分析[J]. 中华护理教育, 2020, 17(5): 469-472. [Jiang Y, Cui ML, Ying YP, et al. The status and influencing factors of evidence-based practice ability among emergency nurses[J]. Chinese Journal of Nursing Education, 2020, 17(5): 469-472.] DOI: 10.3761/j.issn.1672-9234.2020.05.019.

10.李敏. 循证实践能力评估量表的汉化及其应用[D]. 延边: 延边大学, 2016. [Li M. Revision and application of the Chinese version of evidence-based practice evaluation competence questionnaire[D]. Yanbian: Yanbian University, 2016.] DOI: 10.7666/d.D01169051.

11.教育部临床医学专业认证工作委员会. 中国本科医学教育标准——临床医学专业（2022版）[S]. 北京: 北京大学医学出版社, 2022. [Working Committee for the Accreditation of Medical Education. Standards for basic medical education in China (the 2022 revision)[S]. Beijing: Peking University Medical Press, 2022.]

12.Schwarz MR, Wojtczak A. Global minimum essential requirements: a road towards competence-oriented medical education[J]. Med Teach, 2002, 24(2): 125-129. DOI: 10.1080/01421590220120740.

13.Al Shahrani AS. Development and evaluation of an evidence-based medicine module in the undergraduate medical curriculum[J]. BMC Med Educ, 2020, 20(1): 256. DOI: 10.1186/s12909-020-02181-7.

14.徐静, 孙秀娜, 秦殿菊, 等. 实习后护生循证实践能力现状调查分析[J]. 卫生职业教育, 2023, 41(15): 115-118. [Xu J, Sun XN, Qin DJ, et al. Investigation and analysis of evidence-based practice competence of nursing students after internship[J]. Health Vocational Education, 2023, 41(15): 115-118.] DOI: 10.20037/j.issn.1671-1246.2023.15.38.

15.陈丽玲, 周春兰, 吴艳妮, 等. 临床护士参与循证实践培训体验的质性研究[J]. 护理学报, 2020, 27(23): 49-52. [Chen LL, Zhou CL, Wu YN, et al. Qualitative research on experience of clinical nurses in evidence-based practice training[J]. Journal of Nursing, 2020, 27(23): 49-52.] DOI: 10.16460/j.issn1008-9969.2020.23.049.

16.黄芳芳, 王萍, 王颖芳, 等. 后疫情时代临床医学专业预防医学课程优化探索[J]. 卫生职业教育, 2022, 40(19): 38-40. [Huang FF, Wang P, Wang YF, et al. Exploring the optimization of preventive medicine curriculum for clinical medicine majors in the post epidemic era[J]. Health Vocational Education, 2022, 40(19): 38-40.] DOI: 10.20037/j.issn.1671-1246.2022.19.14.

17.胡力云, 吕露露, 徐小菁, 等. 我国开展循证护理实践的SWOT分析[J]. 护理学报, 2016, 23(6): 69-72. [Hu LY, Lyu LL, Xu XJ, et al. SWOT analysis of developing evidence-based nursing practice in China[J]. Journal of Nursing, 2016, 23(6): 69-72.] DOI: 10.16460/j.issn1008-9969.2016.06.069.