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General medicine
Use of a meta-research team to facilitate evidence-based medicine to the next generation
  1. Michael Bibens,
  2. Matt Vassar,
  3. Cole Wayant
  1. Psychiatry and Behavioral Sciences, Oklahoma State University Center for Health Sciences, Tulsa, Oklahoma, USA
  1. Correspondence to Michael Bibens, Psychiatry and Behavioral Sciences, Oklahoma State University Center for Health Sciences, Tulsa, OK 74107, USA; bibens{at}okstate.edu

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Physicians are increasingly required to implement evidence-based clinical decision-making, underpinning the importance of an evidence-based medical curriculum. Some medical schools in the USA have incorporated training in evidence-based medicine (EBM) into their preclinical curricula in an attempt to prepare students for evidence-based practice. Evidence supports the incorporation of EBM training into the preclinical medical school curricula, as increased exposure to EBM during these years has been found to increase both the medical students’ perceived self-efficacy in practising EBM and the likelihood that they will continue to implement evidence-based practices.1 Despite these benefits, there is also evidence that current curricula are incomplete and only partially effective. For example, one study found that prior to graduation, US medical students in their final year of medical school were only able to demonstrate an understanding of 50% of the EBM principles that were evaluated.2 Furthermore, underdeveloped research skills may leave healthcare professionals unable to implement evidence-based clinical decisions since they are unable to evaluate the accuracy, reliability and credibility of research findings.3

To address step four of the Evidence-Based Medicine Manifesto,4 we have implemented a research team at Oklahoma State University Center for Health Sciences composed of medical students and physicians …

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