Meghan Whalen
Neuromodulation Center and Center for Clinical Research Learning, Spaulding Rehabilitation Hospital and Massachusetts General Hospital, Harvard Medical School, Boston, USA.
Talita Sansoni
Intensive Care Unit, Discipline of Physiology and Surgical Metabology, Department of Surgery, Faculty of Medical Sciences, State University of Campinas (Unicamp), Brazil.
Estefanía Henríquez Luthje
Instituto Tecnológico de Santo Domingo, Santo Domingo, Dominican Republic.
Fernanda Maia
Medical Sciences Post-Graduation Program. Universidade de Fortaleza, Fortaleza, Brazil.
Pablo Costa Cortez
Federal University of Amazonas, Manaus, Amazonas, Brazil.
Sofia Leonardo
Francisco Marroquin University. Guatemala City.
Francisco Borja Ponce
Clínica Borja, Departamento de Docencia e Investigación & Universidad de Especialidades Espíritu Santo, Guayaquil, Ecuador
Luís Fabio Botelho
Federal University of Paraíba, João Pessoa, Brazil.
Pedro Mendes
Department of Critical Care Medicine, Hospital das Clínicas de São Paulo, FMUSP, São Paulo, Brazil.
Felipe Ridolfi
Instituto Nacional de Infectologia – Fiocruz, Rio de Janeiro, Brazil.
Marize da Cunha Rezende
Instituto Madiba, Sacramento, Minas Gerais, Brazil.
Maria Helena Favarato
Hospital das Clínicas da Faculdade de Medicina da Universidade de São Paulo,Sâo Pulo, Brazil.
Olga Lioliou
Bone Metabolic Diseases Master Program, Medical School, National & Kapodistrian University of Athens, Greece.
Juan Piedra
Unidad de Cuidados Intensivos, Hospital Municipal de la Mujer y el Niño, Cuenca, Ecuador.
Aline de Moura Brasil Matos
Instituto de Medicina Tropical, Faculdade de Medicina, Universidade de Sao Paulo, São Paulo, Brazil.
Felipe Fregni
Neuromodulation Center and Center for Clinical Research Learning, Spaulding Rehabilitation Hospital and Massachusetts General Hospital, Harvard Medical School, Boston, USA.
Abstract
The movement towards evidence-based medicine has been highly successful (Fregni, 2019). Clinicians understand the need to practice based on solid and unbiased evidence. However, the pathway towards full use of evidence-based medicine (EBM) has not been completed. There is still a long way to go. One of the main obstacles to the better use of EBM in clinical practice is the lack of research methodology training. It is clear that there is not enough time in the curriculum of medical students to cover the complex field of research methodology (Fregni, 2019). Also, the current methods of teaching have been far from optimal, and therefore, students usually tend to dislike statistics and epidemiology early on, which provides them fewer tools to use EBM in their clinical profession effectively. In this editorial, we convened a group of clinicians and educators (from the Teaching, Learning and Innovation Initiative) from several countries to briefly discuss some of the main challenges we see in medical students' current education that applies to EBM teaching.
