Best Evidence Medical Education（BEME）
Department of international Cooperation forMedical Education
Wu Hancontents
01

The Need绪for Evidence-BasedTeaching论02

Problems with Evidence-Based Teachin

03

The Concept of Best Evidence Medical Education (BEME)

04The Grading of Evidence05

Use of QUESTS in Best Evidence Medical Education

The Need for Evidence-Based Teaching

great a degree of internaldissension

In medical education, change is very much on thepolitical, professional and public agenda

New approaches may be with much rhetoric
but little real, reliable or valid evidence.

The Need for Evidence-Based Teaching•“the evidence base is as important in educating new doctors as it is inassessing a new chemotherapy”•“Ultimately research into teaching and learning in medicine”•“has its impact at the bedside, in the consulting room and in the wider
community. Research in medical education matters.”

Problems with Evidence-Based Teaching

Educationalresearchers

GAP

Users ofeducational research

Lack of evidence should not be used by teachers as an excuse for a
failure to adopt an evidence-based approach to their teachingpractice.

Problems with Evidence-Based Teachingevidence-based principles
not applied to teaching•research in education may be more
complex, confounding factors may be more
apparent, content may be more implicit
and controlled trials may be difficult.

evidence-based principles
applied to teachingProblems with Evidence-Based Teachingevidence-based principles
not applied to teachingevidence-based principles
applied to teachingProblems with Evidence-Based Teachingevidence-based principles
not applied to teaching•research in education may be more
complex, confounding factors may be more
apparent, content may be more implicit
and controlled trials may be difficult.

•the impact of education on patient careand the health of the community is lessdirect than with medical interventions suchas a new drug or surgical procedureevidence-based principles
applied to teachingProblems with Evidence-Based Teachingevidence-based principles
applied to teachingevidence-based principles
not applied to teaching••research in education may be more•compared to medicine, education faces

complex, confounding factors may be morevery similar, problems of complexity,

apparent, content may be more implicit

context specificity, measurement andand controlled trials may be difficult.

causation.

the impact of education on patient care•

Many of the problems about theand the health of the community is lesscomplexity of education and social

direct than with medical interventions suchinterventions and their evaluation

as a new drug or surgical procedure.

apply to health care.

The Concept of Best Evidence Medical Education (BEME)

The Concept of Best Evidence Medical Education (BEME)Best Evidence Medical Education
Taking a best evidence-based approach to medical education questions forces educators
to：1. Comprehensively critically appraise the literature that already exists in the area, andcategorize the power of the evidence available, and2. Identify the gaps and flaws in the existing literature and suggest (and if possible carryout) appropriately planned studies to optimize the evidence necessary to make theproposed educational intervention truly evidence based.

The Grading of Evidence

The Grading of EvidenceUse of QUESTS in Best Evidence Medical Education

It is very difficult to undertake meaningful research in education. Thevariables are too diffuse and difficult to identify.

Use of QUESTS in Best Evidence Medical Education

Conclusion

The adoption of Best Evidence Medical Education does not require
the teacher to be a researcher in education. It does require theteacher to be able to appraise the evidence available and come to adecision on the basis of his or her clinical judgement.
Teachers think critically about what they are doing, look at the best
evidence available and on the basis of this make decisions about
their teaching practice.

THANK YOU！