Evidence-based medical education: to be or not to be?

Abstract

Introduction: The practice of teaching in the health sciences needs to be supported by the available body of scientific literature in education and the social sciences. Best Evidence Medical Education (BEME) has emerged as a movement that proposes the use of published evidence to inform medical education decisions and practice in academic health centers and medical schools. Its dissemination and implementation have been slow for a variety of reasons, there is a need to reflect on its advances and obstacles in the current educational arena.
Objective: To provide an update and critical reflection on BEME.

Method: Narrative review of the literature and critical essay on the subject using educational vignettes. The analysis was structured as follows: definition and history of BEME, similarities and differences with Evidence-Based Medicine (EBM), and current challenges and opportunities.

Discussion: The use of published evidence in human activities (like medicine and education) is fraught with conceptual and practical difficulties. Many professionals base their educational practice decisions mostly in experience, being unaware of the enormous advances in the field and the broad scientific literature available to help inform their teaching and assessment activities. Medical schools and hospitals should acquire at least some basic health sciences education professional material (books, journals, databases), train their educators to search educational databases and critically appraise social sciences papers, and promote interdisciplinary collaborations with professionally trained education scholars.

Conclusions: The BEME approach to educational scholarship and practice should be integrated in quality improvement initiatives in medical schools and academic health centers. Reflective teaching is essential for meaningful learning in the health professions.