摘要：Purpose: The authors conducted a survey examining(1) the current state of evidence-based medicine(EBM) curricula in US and Canadian medical schoolsand corresponding learning objectives, (2) medicaleducators' and librarians' participation in EBMtraining, and (3) barriers to EBM training.Methods: A survey instrument with thirty-four closedand open-ended questions was sent to curriculardeans at US and Canadian medical schools. Thesurvey sought information on enrollment and classsize; EBM learning objectives, curricular activities,and assessment approaches by year of training; EBMfaculty; EBM tools; barriers to implementing EBMcurricula and possible ways to overcome them; andinnovative approaches to EBM education. Bothqualitative and quantitative methods were used fordata analysis. Measurable learning objectives werecategorized using Bloom's taxonomy.Results: One hundred fifteen medical schools (77.2%)responded. Over half (53%) of the 900 reportedlearning objectives were measurable. Knowledgeapplication was the predominant category fromBloom's categories. Most schools integrated EBMinto other curricular activities; activities and formalassessment decreased significantly with advancedtraining. EBM faculty consisted primarily ofclinicians, followed by basic scientists andlibrarians. Various EBM tools were used, withPubMed and the Cochrane database mostfrequently cited. Lack of time in curricula was ratedthe most significant barrier. National agreement onrequired EBM competencies was an extremelyhelpful factor. Few schools shared innovativeapproaches.Conclusions: Schools need help in overcomingbarriers related to EBM curriculum development,implementation, and assessment.Implications: Findings can provide a starting pointfor discussion to develop a standardized competencyframework
