Table 3 Proposed spiral approach of EBM OSCE stations of increasing complexity for different years of undergraduate medical education mapped against the core competencies
Year | EBM task | Mapping against the EBP core competencies (focusing on those rated by authors as ‘practiced with exercises’) | Possible EBM station | The spiral approach to assessment of EBM skills in UBMS |
|---|---|---|---|---|
year 1 | Asking Acquiring | Convert clinical questions into structured, answerable clinical questions using PICO Construct and carry out an appropriate search strategy | Students formulate an appropriate clinical question and search terms which they apply to a database search | Examine Evidence |
Year 2 | Appraising | Interpret commonly used measures of uncertainty, in particular, confidence intervals Interpret different types of measures and effect, including key graphical presentations Critically appraise and interpret a treatment study | Students explain epidemiological terms in an article to a patient. | Consider evidence |
Students review clinical guidelines and apply it to the diagnosis and management of a clinical condition. | ||||
Year 3 | Appraising Applying in a simulated clinical setting | Interpret different types of measures and effect, including key graphical presentations Critically appraise and interpret a systematic review Critically appraise and interpret a treatment study | Students interpret and explain screening results to a patient using epidemiolocal terms within their explanations Students discuss a paper with a patient to discuss the management of the disease | Utilise evidence as a tool |
Year 4 | Applying | Engage patients in a decision-making process, using shared decision making, including explaining the evidence and integrating their preferences | Students explain epidemiological terms mentioned in publications to help guide shared decision making with the patient. | Integrate evidence |
Students use a patient decision aid to guide a shared decision-making discussion with a patient. |