Abstract
Evidence-based medical education has been widely promoted but our discussions with medical educators across different countries has highlighted that adopting this approach can be frustrating. There is often a lack of useful evidence that can inform the practical decisions that medical educators have to make about curriculum development or the way that they should teach, especially in relation to low and middle income countries. To overcome these challenges, we recommend that studies increase their reporting of the context and process of any interventions. We also recommend international collaborations with a common goal to answer a research question that is of importance across different contexts. Future research should also focus on understanding the challenges of implementing evidence-based medical education in different countries.
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The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the article.
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Dario Cecilio-Fernandes
Dario Cecilio-Fernandes, Psy, MSc, Ph.D, AFAMEE, is a researcher in the Department of Medical Psychology and Psychiatry, School of Medical Sciences, University of Campinas and has research interest on assessment and skill acquisition. He has also worked with faculty development in the University of Campinas.
John Sandars
John Sandars, MBChB, MSc, MD, MRCP, MRCGP, FAcadMEd, CertEd, FHEA, is a Professor of Medical Education in the Health Research Institute at Edge Hill University and has a research and development interest in the use of self-regulated learning theory for performance improvement of individuals.