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Climbing Towards Better Evidence-Based Medical Education: A Systematic Review of Teaching Methods

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Ghanim Al-Dabbagh, Zahraa orcid iconORCID: 0009-0004-1818-2049, Meganathan, Gokul Prasath, Abu-Tair, Jana, Ajiboye, Aderonke, Gordon, Morris orcid iconORCID: 0000-0002-1216-5158 and Sinopoulou, Vasiliki orcid iconORCID: 0000-0002-2831-9406 (2025) Climbing Towards Better Evidence-Based Medical Education: A Systematic Review of Teaching Methods. In: UURIP Poster Exhibition Showcase, 02/10/2025, University of Lancashire. (Unpublished)

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Official URL: https://www.lancashire.ac.uk/articles/research/pos...

Abstract

First major review in a decade, providing updated insights into EBM (Evidence-Based Medicine) teaching for medical students. The previous review by Ahmadi et al. (2015) included only 27 studies. This review provides a broader and more comprehensive overview than previous ones (larger scope, 189 studies, no language restrictions, diverse study designs inclusion). While most reviews focus on Kirkpatrick levels 1 & 2, very few evaluate Levels 3 and 4, highlighting a gap in understanding how EBM teaching influences overall clinical behaviour and patient outcomes.


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