This review suggests a longitudinal approach to EBM training, which is what we've done in my environment. Unfortunately, our MRSQ paper on this curriculum wasn't included in their analysis for some reason, but it aligns with many of their findings/suggestions.
J Med Libr Assoc. 2014 Jul;102(3):184-91. doi: 10.3163/1536-5050.102.3.008.
How are medical students trained to locate biomedical information to practice evidence-based medicine? areview of the 2007-2012 literature.
This study describes how information retrieval skills are taught in evidence-based medicine (EBM) at the undergraduatemedical education (UGME) level.
The authors systematically searched MEDLINE, Scopus, Educational Resource Information Center, Web of Science, andEvidence-Based Medicine Reviews for English-language articles published between 2007 and 2012 describing information retrieval training to support EBM. Data on learning environment, frequency of training, learner characteristics, resources and information skills taught, teaching modalities, and instructor roles were compiled and analyzed.
Twelve studies were identified for analysis. Studies were set in the United States (9), Australia (1), the Czech Republic (1), and Iran (1). Most trainings (7) featured multiple sessions with trainings offered to preclinical students (5) and clinical students (6). A single study described a longitudinal training experience. A variety of information resources were introduced, including PubMed, DynaMed, UpToDate, and AccessMedicine. The majority of the interventions (10) were classified as interactive teaching sessions in classroom settings. Librarians played major and collaborative roles with physicians in teaching and designing training. Unfortunately, few studies provided details ofinformation skills activities or evaluations, making them difficult to evaluate and replicate.
This study reviewed the literature and characterized how EBM search skills are taught in UGME. Details are provided on learning environment, frequency of training, level of learners, resources and skills trained, and instructor roles.
The results suggest a number of steps that librarians can take to improve information skills training including using a longitudinal approach, integrating consumer health resources, and developing robust assessments