The obstacles of teaching evidence based medicine in Iran, from the view point of clinical academics and medical students; a qualitative study

Narges Khanjani, Reza Tabrizi, Ahmad Maghsoudi

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Evidence Based Medicine (EBM) is being taught in many medical universities around the world, however many studies have reported obstacles for effective EBM teaching. In this study we aim to evaluate the obstacles of teaching EBM in Iranian Medical Universities which have made slow progress in EBM. A qualitative descriptive study with content analysis was designed to thoroughly and deeply discuss the obstacles of teaching EBM. Interested academics and students from Kerman Medical University participated in focus groups. Data collection was continued until data saturation was achieved. Then was coded and categorized into main themes. Our results showed 6 main obstacles, which were time constraints and the heavy work load, poor infrastructure, EBM not practiced in general, clinical academics not acquainted with EBM, false believes about EBM and assessment based on memorizing the textbook or class notes. To overcome these barriers, our participants suggested compulsory courses or workshops, proper timing, teaching EBM to clinical academics, strengthening the infrastructure and supervision of a credible body over EBM teaching. Although EBM is taught limitedly in some Iranian Universities, due to several obstacles the progress has been slow and unsatisfactory. Some of these obstacles can be locally alleviated by the universities, but others need the cooperation of higher organizations such as the Medical Council or the Ministry of Health and Medical Education.
Original languageEnglish
Pages (from-to)143 - 148
Number of pages6
JournalAmerican Journal of Educational Research
Issue number4
Publication statusPublished - 2013

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